Learn More
In view of the increased interest in a developmental approach to psychopathology, and mounting evidence of the importance of parent-child interactions in the etiology of early antisocial behavior, the following questions were posed for this review. What theories of parent-child relationships and family management techniques are available? How developmental(More)
This paper revisits a developmental model of the origins of early conduct problems. Several of the model's primary tenets have now been validated in two samples of at-risk children followed prospectively from infancy to school-age. In both cohorts, child, family, and sociodemographic factors all play a significant role in the development of early conduct(More)
The present study examined pathways leading to early externalizing problems from age 1 to 3 1/2 in a design that took advantage of our knowledge of normative progression and normative socialization as well as findings from research on risk. A sample of 130 low-income participants was followed longitudinally from 12 to 42 months using observational measures(More)
This paper briefly reviews the past promise, current results, and problems that have resulted from application of the risk group approach to understanding the etiology of the major psychoses. The ultimate objective is to stimulate a change in methods that it is hoped will lead to the knowledge required to warrant intervention. Methods of intervention are(More)
Latent growth curve techniques and longitudinal data are used to examine predictions from the theory of fluid and crystallized intelligence (Gf-Gc theory; J. L. Horn & R. B. Cattell, 1966, 1967). The data examined are from a sample (N ϳ 1,200) measured on the Woodcock-Johnson Psycho-Educational Battery—Revised (WJ–R). The longitudinal structural equation(More)
A substantial number of school-age children with learning disability are characterized as being distractible, and there is a congenital contributor to distractibility that has shown relation to school achievement, and to learning disability in particular. This congenital contributor can be assessed at any time from the neonatal through the early school-age(More)