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This meta-analytic review of 148 studies on child and adolescent direct and indirect aggression examined the magnitude of gender differences, intercorrelations between forms, and associations with maladjustment. Results confirmed prior findings of gender differences (favoring boys) in direct aggression and trivial gender differences in indirect aggression.(More)
Social dominance results when members of a social group vary in their ability to acquire resources in the presence of others (i.e., compete). Traditional approaches to social dominance often emphasize coercive behavior, but nonetheless suggest that dominant individuals are socially central (e.g., watched, attractive social partners). These patterns,(More)
A componential model capable of representing simple and complex forms of mental addition was proposed and then tested by using chronometric techniques. A sample of 23 undergraduate students responded to 800 addition problems in a true-false reaction time paradigm. The 800 problems comprised 200 problems of each of four types: two single-digit addends, one(More)
Using the revised Control, Agency, and Means-ends Interview (T. D. Little, G. Oettingen, & P. B. Baltes, 1995), we compared American children's (Grades 2-6) action-control beliefs about school performance with those of German and Russian children (Los Angeles, n = 657; East Berlin, n = 313; West Berlin, n = 517; Moscow, n = 541). Although we found(More)
We examine the controversial practice of using parcels of items as manifest variables in structural equation modeling (SEM) procedures. After detailing arguments pro and con, we conclude that the unconsidered use of parcels is never warranted, while, at the same time, the considered use of parcels cannot be dismissed out of hand. In large part, the decision(More)
In analyzing data from the National Database for Autism Research, we utilized Mokken scaling techniques as a means of creating a more effective and efficient screening procedure for autism spectrum disorder (ASD) via the Social Communication Questionnaire (SCQ). With a sample of 1,040, approximately 80% (n = 827) of the sample were males while approximately(More)
Beliefs about factors that affect school performance (means-ends or causality beliefs) and about self-efficacy and control (agency and control beliefs) were assessed in 313 East Berlin children (grades 2-6) before unification and 516 West Berlin children shortly after unification. Multiple-group analyses of mean and covariance structures yielded 2 major(More)
We examined whether children's (Grades 2-6) causality beliefs about school performance show similar developmental profiles across 6 distinct sociocultural settings (Los Angeles, n = 657; Tokyo, n = 817; East Berlin, n = 313; West Berlin, n = 517; Moscow, n = 551; Prague, n = 768) with the Means-Ends subscale of the tripartite Control, Agency, and Means-Ends(More)