This study examined the development of sharing and its associations with moral emotions in an ethnically diverse sample of 244 4-, 8-, and 12-year-old children. Sharing was measured through participants’ allocation of resources in the dictator game. Participants completed self-report measures of sympathy and anticipated their negatively and positively valenced moral emotions (i.e., guilt and pride) following actions that either violated or upheld moral norms. Results demonstrated an age-related increase in sharing between ages 4 and 8. For children with low levels of sympathy, sharing was predicted by negatively valenced moral emotions following the failure to perform prosocial duties. Sympathy also emerged as a significant predictor of sharing behaviour in early childhood. The implications of these results are discussed in relation to children’s developing norms of fairness and the emergence of two compensatory emotional pathways to altruistic sharing, one via sympathy and one via negatively valenced moral emotions.

Children at a certain age often have difficulty in flexibly shifting attention between different representational schemes. One example of such cognitive inflexibility occurs in the Dimensional Change Card Sorting (DCCS) task in which 3-year-old children have difficulty switching between sorting dimensions. For instance, after initially sorting the cards by one dimension (e.g., colour) they are unable to sort the cards by a second dimension (e.g., shape). This finding has been primarily associated with problems in attention or inhibition. The present study investigated the role of perceptual information on children’s dimensional shift abilities by manipulating the perceptual characteristics of both task-relevant (the colour or shape of the images on the cards) and task-irrelevant (the background colour or shape of the actual cards themselves) aspects of the task materials between the pre- and post-switch experimental phases. Across three experiments better performance was observed when either task-relevant or task-irrelevant information was changed, with this improved performance occurring when these changes were salient enough to induce a stimulus novelty effect. Experiment 4 investigated yet another perceptual feature of the task; the degree of stimulus realism (abstractness) on children’s cognitive flexibility. Children successfully sorted the cards when three-dimensional stimuli were used but perseverated when using two-dimensional cards, providing evidence for the role of representational status of the stimuli in influencing children’s dimensional switching. Manipulations made to increase the salience of the task material as well as those resulting in reduction of similarity between the two phases of the tasks (or increased novelty) were used to enhance children’s cognitive flexibility. Overall, these findings highlight the critical role played by the perceptual information of the overall experimental context, and have important implications for theories of cognitive flexibility.

The present study examined the multilayered social contexts that foster or hinder adolescent girls’ participation in physical activity. The current study consisted of two phases, prospective interviews followed by focus group discussions. The interviews utilized a guided, life history format with 7 girls of diverse backgrounds, ages 9-15 years old over a 4-year period. Key themes that emerged in the interviews were used to inform the focus group discussions. In total, 4 focus groups discussions were conducted with 13 girls of diverse backgrounds, ages 12-13 years old. Both the interviews and focus group discussions were transcribed and analyzed for themes using a constructivist grounded theory methodology. Data analysis was informed by the feminist theoretical approach, with an emphasis on social and contextual factors. The domains of school, family, peers, and embodied experiences of physicality emerged as facilitative contexts to engagement with physical activity during childhood. During adolescence, however, these contexts became barriers to physical activity. This study suggests that physical activity promotion programs for adolescent girls require multifaceted strategies, with a particular emphasis on the intersection of gender, socioeconomic status, and ethnocultural/racial heritage.

The present study examined the multilayered social contexts that foster or hinder adolescent girls’ participation in physical activity. The current study consisted of two phases, prospective interviews followed by focus group discussions. The interviews utilized a guided, life history format with 7 girls of diverse backgrounds, ages 9-15 years old over a 4-year period. Key themes that emerged in the interviews were used to inform the focus group discussions. In total, 4 focus groups discussions were conducted with 13 girls of diverse backgrounds, ages 12-13 years old. Both the interviews and focus group discussions were transcribed and analyzed for themes using a constructivist grounded theory methodology. Data analysis was informed by the feminist theoretical approach, with an emphasis on social and contextual factors. The domains of school, family, peers, and embodied experiences of physicality emerged as facilitative contexts to engagement with physical activity during childhood. During adolescence, however, these contexts became barriers to physical activity. This study suggests that physical activity promotion programs for adolescent girls require multifaceted strategies, with a particular emphasis on the intersection of gender, socioeconomic status, and ethnocultural/racial heritage.

This study examined the development of sharing and its associations with moral emotions in an ethnically diverse sample of 244 4-, 8-, and 12-year-old children. Sharing was measured through participants’ allocation of resources in the dictator game. Participants completed self-report measures of sympathy and anticipated their negatively and positively valenced moral emotions (i.e., guilt and pride) following actions that either violated or upheld moral norms. Results demonstrated an age-related increase in sharing between ages 4 and 8. For children with low levels of sympathy, sharing was predicted by negatively valenced moral emotions following the failure to perform prosocial duties. Sympathy also emerged as a significant predictor of sharing behaviour in early childhood. The implications of these results are discussed in relation to children’s developing norms of fairness and the emergence of two compensatory emotional pathways to altruistic sharing, one via sympathy and one via negatively valenced moral emotions.

The present study examined 8 -10 month-old and 11 -13 month-old infants’ capabilities to infer constraints imposed by an explicit visual pathway on object movement of object. In a preferential looking paradigm, infants observed a ball rolling down a U– or V–shaped path. In the U-shaped path, infants observed a ball rolling from beginning to the end of the path (possible), and a ball rolling down from the beginning and stopping midway of the path (impossible). In the V-shaped path, infants observed a ball rolling from beginning and stopping midway (possible), and a ball rolling down the beginning to end of the path (impossible). Analyses of looking times showed a marginal effect on path, with longer looking times towards the possible V-shaped path by both age groups. Overall, infants had weak representations for constraints induced by an explicitly presented path on movement of the object.

The present mixed-methods study examined adolescents’ moral identity development and its relation to their awareness of problems of social justice. Fifty-eight inner-city adolescents in Grades 9 and 12 ranked personal values according to their self-relevance or importance and a sub-sample also provided responses to interview questions that were coded qualitatively for maturity of moral identity. A written questionnaire assessed the adolescents’ awareness of issues of racism, sexism, and classism. It was found that adolescents held moral values at significantly higher levels of importance than non-moral values, with no differences between grades. However, trends suggested that females placed somewhat greater emphasis on moral values in terms of centrality or importance to the self and also expressed slightly more mature explanatory responses than males. Adolescents’ moral identity and social justice awareness were not correlated. These findings highlight the need to foster the development of morally motivated, socially aware individuals.

The present study compared the romantic relationships of adolescents with and without Attention-Deficit/Hyperactivity Disorder (ADHD) with regard to romantic involvement, partner identity, relationship content, and relationship quality. A community sample of 58 participants (30 ADHD, 28 Comparison), ages 13-18, completed a standardized battery of questionnaires. Adolescents with ADHD reported having more romantic partners than their typically developing (TD) peers. Females with ADHD were found to have shorter romantic relationships than TD adolescents while males with ADHD reported their age of first intercourse to be nearly two years sooner than TD peers. Irrespective of gender, adolescents with ADHD had nearly double the number of lifetime sexual partners. When choosing a romantic partner, adolescents with ADHD placed less importance on aspects of their partner’s academic and social competence than TD adolescents. However, the romantic relationships of adolescents with and without ADHD did not differ on levels of aggression and relationship quality.

The present mixed-methods study examined adolescents’ moral identity development and its relation to their awareness of problems of social justice. Fifty-eight inner-city adolescents in Grades 9 and 12 ranked personal values according to their self-relevance or importance and a sub-sample also provided responses to interview questions that were coded qualitatively for maturity of moral identity. A written questionnaire assessed the adolescents’ awareness of issues of racism, sexism, and classism. It was found that adolescents held moral values at significantly higher levels of importance than non-moral values, with no differences between grades. However, trends suggested that females placed somewhat greater emphasis on moral values in terms of centrality or importance to the self and also expressed slightly more mature explanatory responses than males. Adolescents’ moral identity and social justice awareness were not correlated. These findings highlight the need to foster the development of morally motivated, socially aware individuals.

The present study compared the romantic relationships of adolescents with and without Attention-Deficit/Hyperactivity Disorder (ADHD) with regard to romantic involvement, partner identity, relationship content, and relationship quality. A community sample of 58 participants (30 ADHD, 28 Comparison), ages 13-18, completed a standardized battery of questionnaires. Adolescents with ADHD reported having more romantic partners than their typically developing (TD) peers. Females with ADHD were found to have shorter romantic relationships than TD adolescents while males with ADHD reported their age of first intercourse to be nearly two years sooner than TD peers. Irrespective of gender, adolescents with ADHD had nearly double the number of lifetime sexual partners. When choosing a romantic partner, adolescents with ADHD placed less importance on aspects of their partner’s academic and social competence than TD adolescents. However, the romantic relationships of adolescents with and without ADHD did not differ on levels of aggression and relationship quality.