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A meta-analytic review was conducted to explain divergent findings on the relation between children's aggressive behavior and hostile attribution of intent to peers. Forty-one studies with 6,017 participants were included in the analysis. Ten studies concerned representative samples from the general population, 24 studies compared nonaggressive to extremely aggressive nonreferred samples, and 7 studies compared nonreferred samples with children referred for aggressive behavior problems. A robust significant association between hostile attribution of intent and aggressive behavior was found. Effect sizes differed considerably between studies. Larger effects were associated with more severe aggressive behavior, rejection by peers as one of the selection criteria, inclusion of 8- to-12-year-old participants, and absence of control for intelligence. Video and picture presentation of stimuli were associated with smaller effect sizes than was audio presentation. Staging of actual social interactions was associated with the largest effects. The importance of understanding moderators of effect size for theory development is stressed.

Background Medical students in clerkship are continuously confronted with real and relevant patient problems. To support clinical problem solving skills, students perform a Critical Appraisal of a Topic (CAT) task, often resulting in a paper. Because such a paper may contain errors, students could profit from discussion with peers, leading to paper revision. Active peer discussion by a Computer Supported Collaborative Learning (CSCL) environment show positive medical students perceptions on subjective knowledge improvement. High students’ activity during discussions in a CSCL environment demonstrated higher task-focussed discussion reflecting higher levels of knowledge construction. However, it remains unclear whether high discussion activity influences students’ decisions revise their CAT paper. The aim of this research is to examine whether students who revise their critical appraisal papers after discussion in a CSCL environment show more task-focussed activity and discuss more intensively on critical appraisal topics than students who do not revise their papers. Methods Forty-seven medical students, stratified in subgroups, participated in a structured asynchronous online discussion of individual written CAT papers on self-selected clinical problems. The discussion was structured by three critical appraisal topics. After the discussion, the students could revise their paper. For analysis purposes, all students’ postings were blinded and analysed by the investigator, unaware of students characteristics and whether or not the paper was revised. Postings were counted and analysed by an independent rater, Postings were assigned into outside activity, non-task-focussed activity or task-focussed activity. Additionally, postings were assigned to one of the three critical appraisal topics. Analysis results were compared by revised and unrevised papers. Results Twenty-four papers (51.6%) were revised after the online discussion. The discussions of the revised papers showed significantly higher numbers of postings, more task-focussed activities, and more postings about the two critical appraisal topics: “appraisal of the selected article(s)”, and “relevant conclusion regarding the clinical problem”. Conclusion A CSCL environment can support medical students in the execution and critical appraisal of authentic tasks in the clinical workplace. Revision of CAT papers appears to be related to discussions activity, more specifically reflecting high task-focussed activity of critical appraisal topics.

On puberty, adolescence and infantilisation In this paper adolescence is seen as a cultural historical phenomenon and not as a biological unavoidable developmental stage. It is demonstrated that in earlier centuries there was no such thing as adolescence; that since the 18 th century adolescence as a developmental stage became longer and longer; and that adolescence does not exist within pre-industrial countries. It is claimed that the classical adolescence, as described by Stanley Hall is in our time disappearing. This is a slower process in the USA than in Western Europe, because of the commercial importance of adolescence in the USA. It is concluded that adolescence researchers should start from the conviction that adolescents are full-fledged interlocutors, who should carry societal responsibility.

SamenvattingIn dit essay wordt de geschiedenis van de opvattingen van kinderlijke ontwikkeling beschreven als een proces van infantilisering, waarin het kinderlijke tijdperk steeds langer wordt en de afstand tussen kinderen en volwassenen steeds groter. Rousseau gaf in de 18de eeuw met zijn Emile een sterke impuls aan de historische infantilisering. Hij wilde een nieuwe Franse samenleving; hij wees de heersende cultuur af en was daarmee een voorloper van de Franse revolutie. Hij beval aan dat kinderen pas laat in de ontwikkeling gingen lezen om niet beïnvloed te worden door de heersende cultuur. Het eerste boek voor zijn Émile was de Robinson Crusoë, die immers op een onbewoond eiland alles zelf moest uitvinden.In dit essay wordt aangetoond dat de Pinokkio van Collodi een vergelijkbare rol heeft gespeeld in het infantiliseringsproces: de Pinokkio is een oproep tot begrip van de eigen aard van kinderen: spontaniteit, impulsiviteit en een geleidelijke ontwikkeling naar volwassenheid. Ook Collodi was revolutionair en wilde een nieuwe Italiaanse samenleving. Zowel de Robinson Crusoë als de Pinokkio hebben wereldwijd bijgedragen aan de verdere infantilisering, aan de opvatting dat een natuurlijk ontwikkelingsproces noodzakelijk voorafgaat aan volwassenwording

This book brings together world leading researchers from diverse fields to explore the potential causes of the development of behaviour problems. The book presents theories that hope to influence public health, education and social policy in the prevention of the costly social troubles that behaviour problems can cause. Featuring contributions from researchers whose backgrounds range from the social and behavioural sciences to economics, the varied chapters assesses the potential role of gene–environment interactions, biological factors and gender differences in the development of behaviour problems. The book includes a review of studies that attempt to understand why antisocial behaviour is concentrated within families, and concludes with three chapters that link developmental research directly with policy issues. It provides a framework for students, scientists, educators and care givers to understand where frontier research on behaviour problems is going and how it can be applied in the social, educational and health services. This collection will interest all students of psychology and the behavioural sciences as well as those with an interest in public policy, sociology, abnormal psychology, psychopathology and personality disorders. \"This book is a must-read for the new generation of interdisciplinary researchers. World-class scientists join in debating the causes of a broad class of problem behaviours, from the role of environments in gene expression to new preventions and policy implications. This research has profoundly changed our views on the nature of aggression.\" - Rainer K. Silbereisen, Chair of Developmental Psychology and Director of the Center for Applied Developmental Science, University of Jena, Germany Tremblay, van Aken, Koops, Research on the development and prevention of behaviour problems: A fundamental change still hard to grasp for most investigators. Suomi, How gene-environment interactions shape biobehavioural development: Lessons from studies with rhesus monkeys. Szyf, Weaver, Provencal, McGowan, Tremblay, Meaney, Epigenetics and behaviour. Paus, Pausova, Abrahamowicz, Almerigi, Arbour, Bernard, Gaudet, Hanzalek, Hamet, Evans, Kramer, Laberge, Leal, Leonard, Lerner, Lerner, Mathieu, Perron, Pike, Pitiot, Richer, Séguin, Syme, Tremblay, Veillette, Watkins, Maternal smoking, genes and adolescent brain and body: The Saguenay Youth Study. Tremblay, The development of chronic physical aggression: Genes and environments matter from the beginning. van Aken, Personality in children and adolescents: Development and consequences. Côté, A developmental perspective on sex differences in aggressive behaviours. Jaffee, Intergenerational transmission of risk for antisocial behaviour. Junger, Feder, Côté, Tremblay, Policy implications of present knowledge on the development and prevention of physical aggression and violence. van der Gaag, From child development to human development. Petersen, Inconvenient truths: Behavioural research and social policy. Richard E. Tremblay is Professor of Child Development at the University of Montréal and at University College Dublin. Marcel A. G. van Aken is full professor and chair of the Department of Developmental Psychology at Utrecht University. Willem Koops is distinguished professor in Foundations and History of Developmental Psychology and Education at Utrecht University

The present meta-analytic review aimed to clarify divergent findings concerning the relation between reactive and proactive aggression in children and adolescents. Fifty-one studies with 17,965 participants were included in the analysis. A significant correlation between reactive and proactive aggression was found. The strength of this relation varied considerably between studies, from -.10 to .89. Observational assessment and tilt/noise tasks were associated with smaller correlations than questionnaires. Within the large group of questionnaire studies, studies disentangling the form and function of aggression found lower correlations than studies that did not disentangle form and function. Among questionnaire studies, higher reliability was associated with larger correlations. Effect size did not depend on other study characteristics such as sample type, age, and informant type. It is concluded that reactive and proactive aggression are most clearly distinguished with behavioral observations and questionnaires that unravel form and functions of aggression. [PUBLICATION ABSTRACT]

On puberty, adolescence and infantilisation In this paper adolescence is seen as a cultural historical phenomenon and not as a biological unavoidable developmental stage. It is demonstrated that in earlier centuries there was no such thing as adolescence; that since the 18th century adolescence as a developmental stage became longer and longer; and that adolescence does not exist within pre-industrial countries. It is claimed that the classical adolescence, as described by Stanley Hall is in our time disappearing. This is a slower process in the USA than in Western Europe, because of the commercial importance of adolescence in the USA. It is concluded that adolescence researchers should start from the conviction that adolescents are full-fledged interlocutors, who should carry societal responsibility.

Inspired by J. H. Van den Berg's book 'Dubious Maternal Affection' the author illustrates the changing nature of the concept of 'child'. Throughout history, opinions and ideas about child development and pedagogy have changed dramatically. These normative views are shaped by the cultural context of the time. An understanding of cultural history, rather than a focus on linear scientific progress, is needed to understand such changing opinions concerning the approach towards children and their behaviours. Beginning in the thirteenth century there has been an ongoing increase in the length of infancy. This increasing infantilisation can be observed in the representation of children in historical paintings. Empirical findings provide evidence for this by showing that children, depicted in paintings between the thirteenth and the twentieth century, have become increasingly infantile. The eighteenth century marks an enlightened approach towards the child with a focus on keeping children separate from the adults' world. Spontaneous development was seen to occur in a separate 'garden' for children. In the second half of the twentieth century infantilisation was replaced by the 'childless period'. Inventions such as the television, mass media and the internet have removed the clear distinction between children and adults. As a result children have become equal discussion partners. This has significant implications for their upbringing and education. A cultural historical background is valuable in understanding changes in the way society thinks about children.