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- Title
- "I distinctly remember you!": an investigation of memory for faces with unusual features.
- Creator
- Keif, Autumn., Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Many errors in recognition are made because various features of a stimulus are attended inefficiently. Those features are not bound together and can then be confused with other information. One of the most common types of these errors is conjunction errors. These happen when mismatched features of memories are combined to form a composite memory. This study tests how likely conjunction errors, along with other recognition errors, occur when participants watch videos of people both with and...
Show moreMany errors in recognition are made because various features of a stimulus are attended inefficiently. Those features are not bound together and can then be confused with other information. One of the most common types of these errors is conjunction errors. These happen when mismatched features of memories are combined to form a composite memory. This study tests how likely conjunction errors, along with other recognition errors, occur when participants watch videos of people both with and without unusual facial features performing actions after a week time lag. It was hypothesized that participants would falsely recognize actresses in the conjunction item condition over the other conditions. The likelihood of falsely recognizing a new person increased when presented with a feature, but the conjunction items overall were most often falsely recognized.
Show less - Date Issued
- 2012
- PURL
- http://purl.flvc.org/FAU/3342207
- Subject Headings
- Face perception, Human face recognition, Facial expression, Physiological aspects, Recollection (Psychology)
- Format
- Document (PDF)
- Title
- 2009-2010 Program Review Psychology.
- Creator
- Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
- Abstract/Description
-
Florida Atlantic University Departmental Dashboard Indicators. Department program reviews for Charles E. Schmidt College of Science, Florida Atlantic University.
- Date Issued
- 2009-2010
- PURL
- http://purl.flvc.org/fau/fd/FA00007678
- Format
- Document (PDF)
- Title
- 2010-2011 Program Review Psychology.
- Creator
- Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
- Abstract/Description
-
Florida Atlantic University Departmental Dashboard Indicators. Department program reviews for Charles E. Schmidt College of Science, Florida Atlantic University.
- Date Issued
- 2010-2011
- PURL
- http://purl.flvc.org/fau/fd/FA00007685
- Format
- Document (PDF)
- Title
- 2012-2013 Program Review Psychology.
- Creator
- Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
- Abstract/Description
-
Florida Atlantic University Departmental Dashboard Indicators. Department program reviews for Charles E. Schmidt College of Science, Florida Atlantic University.
- Date Issued
- 2012-2013
- PURL
- http://purl.flvc.org/fau/fd/FA00007692
- Format
- Document (PDF)
- Title
- 2013-2014 Program Review Psychology.
- Creator
- Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
- Abstract/Description
-
Florida Atlantic University Departmental Dashboard Indicators. Department program reviews for Charles E. Schmidt College of Science, Florida Atlantic University.
- Date Issued
- 2013-2014
- PURL
- http://purl.flvc.org/fau/fd/FA00007699
- Format
- Document (PDF)
- Title
- 2014-2015 Program Review Psychology.
- Creator
- Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
- Abstract/Description
-
Florida Atlantic University Departmental Dashboard Indicators. Department program reviews for Charles E. Schmidt College of Science, Florida Atlantic University.
- Date Issued
- 2014-2015
- PURL
- http://purl.flvc.org/fau/fd/FA00007706
- Format
- Document (PDF)
- Title
- 2015-2016 Program Review Psychology.
- Creator
- Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
- Abstract/Description
-
Florida Atlantic University Departmental Dashboard Indicators. Department program reviews for Charles E. Schmidt College of Science, Florida Atlantic University.
- Date Issued
- 2015-2016
- PURL
- http://purl.flvc.org/fau/fd/FA00007713
- Format
- Document (PDF)
- Title
- 2016-2017 Program Review Psychology.
- Creator
- Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
- Abstract/Description
-
Florida Atlantic University Departmental Dashboard Indicators. Department program reviews for Charles E. Schmidt College of Science, Florida Atlantic University.
- Date Issued
- 2016-2017
- PURL
- http://purl.flvc.org/fau/fd/FA00007720
- Format
- Document (PDF)
- Title
- A Longitudinal Latent Profile Analysis of Adolescent Popularity: A Test of the Bistrategic Hypothesis.
- Creator
- Hartl, Amy C., Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
As children enter adolescence, social status within the peer hierarchy gains importance. Variable-oriented research has linked adolescent popularity with both positive and negative adjustment outcomes. Popularity may be better understood with reference to types or subgroups of similar individuals, identified through person-oriented approaches. Resource Control Theory (RCT: Hawley, 1999) posits three distinct types of popular adolescents: coercive, prosocial, and bistrategic. The existence and...
Show moreAs children enter adolescence, social status within the peer hierarchy gains importance. Variable-oriented research has linked adolescent popularity with both positive and negative adjustment outcomes. Popularity may be better understood with reference to types or subgroups of similar individuals, identified through person-oriented approaches. Resource Control Theory (RCT: Hawley, 1999) posits three distinct types of popular adolescents: coercive, prosocial, and bistrategic. The existence and adjustment correlates of the prosocial and coercive groups have been well-established, but little evidence supports the existence of a bistrategic popular group of adolescents, and even less is known about their adjustment correlates. The present study aims to confirm the existence of the popularity groups hypothesized by RCT and to identify group differences in social adjustment and problem behaviors. A sample of 568 adolescents (n = 288 girls, 280 boys; M age = 12.50) completed peer nomination procedures and self-report questionnaires in the Fall and Spring of the 7th and 8th grades. Longitudinal latent profile analyses classified adolescents into profile groups on the basis of initial physical aggression, relational aggression, and prosocial behavior, and four time points of popularity spanning the 7th and 8th grades. Repeated measures ANOVAs examined profile group differences in social adjustment (peer acceptance, peer rejection, physical victimization, relational victimization, and preference for solitude) and problem behaviors (disruptiveness and delinquency) across the 7th and 8th grades. Results indicate that adolescents fall into one of four distinct groups: aggressive popular, prosocial popular, bistrategic popular, and average. Bistrategic popular adolescents evinced positive social adjustment, exhibiting the highest levels of popularity and peer acceptance and the lowest levels of peer rejection, victimization, and preference for solitude. Despite their social skill advantages, bistrategic popular adolescents were also at risk for problem behaviors. Bistrategic popular adolescents scored above average on problem behaviors, including physical and relational aggression, disruptiveness, and delinquency. Bistrategic popular adolescents successfully navigate the social world in a manner that both offers hope for positive long-term adjustment and concern for the same.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004694, http://purl.flvc.org/fau/fd/FA00004694
- Subject Headings
- Adolescent psychology, Cliques (Sociology), Friendship in adolescence, Interpersonal relations in adolescence, Peer pressure in adolescence, Self esteem in adolescence
- Format
- Document (PDF)
- Title
- A MATTER OF PERSPECTIVE: HOW CAMERA POSITIONING INFLUENCES MEMORY FOR EVERYDAY EVENTS.
- Creator
- Hagen, Allen C., Kersten, Alan, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
- Abstract/Description
-
The current study examined how viewing an event from different perspectives (eye-level and elevated) at both encoding and retrieval changes the recognition of that event. Specifically, participants were shown various manipulations to the scenarios that they witnessed at encoding. The primary focus of the study was the participants’ ability to identify old scenarios along with scenarios that had been manipulated through differences in character clothing, object placement, or temporal order of...
Show moreThe current study examined how viewing an event from different perspectives (eye-level and elevated) at both encoding and retrieval changes the recognition of that event. Specifically, participants were shown various manipulations to the scenarios that they witnessed at encoding. The primary focus of the study was the participants’ ability to identify old scenarios along with scenarios that had been manipulated through differences in character clothing, object placement, or temporal order of events, while still resembling the old scenario in every other way. No support was found to support the prediction that perspective at either encoding or retrieval had an effect on recognition of the scenario or the different manipulation types. An exploratory analysis revealed a trend towards significance for perspective at encoding. An eye-level perspective at encoding was more likely to result in a higher rejection rate for temporal manipulations.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014217
- Subject Headings
- Memory, Perspective
- Format
- Document (PDF)
- Title
- A survival analysis of adolescent friendships: the downside of dissimilarity.
- Creator
- Hartl, Amy C., Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Adolescent friendships are critical for adjustment but are extremely unstable. Dyadic characteristics may put friendships at risk for dissolution, whereas individual characteristics may put individuals at risk for participating in unstable friendships. The present study examines whether dyadic or individual school-related characteristics predict rates of adolescent friendship dissolution. A sample of 410 adolescents (n=201 males, 209 females; M age=13.20 years) participated in 573...
Show moreAdolescent friendships are critical for adjustment but are extremely unstable. Dyadic characteristics may put friendships at risk for dissolution, whereas individual characteristics may put individuals at risk for participating in unstable friendships. The present study examines whether dyadic or individual school-related characteristics predict rates of adolescent friendship dissolution. A sample of 410 adolescents (n=201 males, 209 females; M age=13.20 years) participated in 573 reciprocated friendships originating in the 7th grade which were followed from 8th-12th grade. Discrete-time survival analyses evaluated grade 7 dyadic and individual characteristics (sex, age, ethnicity, number of friends, peer acceptance, peer rejection, leadership, and school competence) as predictors of the occurrence and timing of friendship dissolution. Dissimilarity in sex, peer acceptance, and school competence and similarity in leadership predicted higher rates of friendship dissolution; individual characteristics were not significant predictors. Adolescents seeking friendships with more skilled individuals risk suffering the downside of dissimilarity, namely dissolution.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004120, http://purl.flvc.org/fau/fd/FA00004120
- Subject Headings
- Adolescent psychology, Emotions in adolescence, Friendship in adolescence, Interpersonal relations in adolescence, Self esteem in adolescence, Youth -- Social networks
- Format
- Document (PDF)
- Title
- Academic task avoidance and achievement as predictors of peer status during the early primary school years.
- Creator
- Richmond, Ashley D., Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Given the diverse and substantial developmental outcomes associated with low peer acceptance, it is important to research its potential predictors. However, the developmental antecedents are not likely restricted to simple, one-lagged links within the same domain. Rather, peer status may stem from a developmental sequence of effects across several domains, particularly across those that develop at the same time and in the same environment as peer status. A developmental cascade model is best...
Show moreGiven the diverse and substantial developmental outcomes associated with low peer acceptance, it is important to research its potential predictors. However, the developmental antecedents are not likely restricted to simple, one-lagged links within the same domain. Rather, peer status may stem from a developmental sequence of effects across several domains, particularly across those that develop at the same time and in the same environment as peer status. A developmental cascade model is best used to capture sequential changes over time, across multiple domains, and during sensitive periods of development Academic motivation and achievement likely exemplify predictors that would affect peer status sequentially over time during the early primary school years. This study examined the developmental cascade of task avoidance, academic achievement, and peer acceptance using a sample of 545 (311 boys, 234 girls) Finnish students in the 1st through 4th grade (M = 7.67, SD = 0.31 years old at the outset).
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004402, http://purl.flvc.org/fau/fd/FA00004402
- Subject Headings
- Achievement motivation in children, Adjustment (Psychology), Classroom management, Emotions in chiidren, Interpersonal relations in children, Motivation in education, Peer motivation in children, Procrastination -- Research, Student adjustment
- Format
- Document (PDF)
- Title
- Accuracy of child event frequency reports.
- Creator
- Dirghangi, Shrija R., Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
The current study assessed whether the accuracy of children’s self-reports of events experienced differs as a function of age and how the question is asked. Additional factors like metamemory and distractibility were assessed. Primary-school students (M= 7.7 years) and middle-school students (M = 9.7 years) completed two different versions of an event frequency measure, two times, at one week intervals. In one of the measures of event frequency, no memory prompts were provided (uncued...
Show moreThe current study assessed whether the accuracy of children’s self-reports of events experienced differs as a function of age and how the question is asked. Additional factors like metamemory and distractibility were assessed. Primary-school students (M= 7.7 years) and middle-school students (M = 9.7 years) completed two different versions of an event frequency measure, two times, at one week intervals. In one of the measures of event frequency, no memory prompts were provided (uncued questionnaire condition), while in the other measure, recall categories for aiding recollections were provided (cued questionnaire condition). Participants’ self-reported event frequencies for the cued and uncued questionnaires were compared with trained observers’ event frequencies for the cued and uncued conditions. Older children reported event frequency more accurately than younger participants. Participants also reported events with greater accuracy with the aid of memory prompts than without, an effect that was especially strong among the younger children. Neither metamemory nor distractibility was accountable for the differences within age groups. The findings suggest that age-related improvements in accuracy of event frequency across the transition into adolescence may, in part, be due to improvements in the ability to recall and recount those events in the absence of memory cues.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004190, http://purl.flvc.org/fau/fd/FA00004190
- Subject Headings
- Cognition in adolescence, Cognition in children, Memory -- Age factors, Memory in adolescence, Memory in children, Metacognition
- Format
- Document (PDF)
- Title
- Actor-observer differences in the Big-Five personality factors: An information-processing explanation.
- Creator
- Janowsky, Alisha, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
A basic difference between the perspectives of actors and observers is the amount of information each has to make attributional inferences. Jones and Nisbett (1972) suggested these informational differences lead to an inverse relationship between trait and situational attributions, such that better-known others receive more situational attributions while lesser-known others receive more trait attributions. While this difference has traditionally been accounted for as a function of individuals...
Show moreA basic difference between the perspectives of actors and observers is the amount of information each has to make attributional inferences. Jones and Nisbett (1972) suggested these informational differences lead to an inverse relationship between trait and situational attributions, such that better-known others receive more situational attributions while lesser-known others receive more trait attributions. While this difference has traditionally been accounted for as a function of individuals' perceptions of cross-situational variability in the actor's behavior, recent research has suggested that this explanation is inaccurate. Unfortunately, alternative explanations for the self-other differences in attributional tendencies have yet to be offered. It was hypothesized here that these differences might be better explained as a function of the specific traits people attribute to themselves versus those that are attributed to others. To that end, the first study in this paper examined different attributions offered for oneself versus one's acquaintance as a function of the social desirability of the Big Five personality traits (i.e., Extraversion/Introversion, Agreeable/Disagreeable, Conscientious/Not Conscientious, Emotionally Stable/Neurotic, Intelligent/Unintelligent). While it was expected that results would reflect self-enhancement tendencies on the subjects' part; i.e., subjects would make more positive trait attributions (Extraversion, Agreeableness, Conscientiousness, Emotional Stability, Intelligence) to themselves than to their acquaintances and more negative trait attributions (Introversion, Disagreeableness, Not Conscientious, Neuroticism, Unintelligence) to their acquaintances than to themselves, findings suggested that whether subjects chose to self-enhance was based, at least in part, on the trait in question. The most counterintuitive of these findings being that subjects labeled themselves as being more Introverted than their acquaintances. While self-enhancement explanations are traditionally described as a function of a motivational drive to protect one's self-esteem, such reasoning could not be applied to findings reported in Experiment 1. Experiment 2 offered the alternative explanation that attributional differences on the part of oneself and one's observers are based on the amount of information available to themselves versus their outside observers.
Show less - Date Issued
- 2004
- PURL
- http://purl.flvc.org/fau/fd/FADT12093
- Subject Headings
- Psychology, Social
- Format
- Document (PDF)
- Title
- ADMINISTRATIVE GUIDELINES FOR THE DEVELOPMENT AND IMPLEMENTATION OF RELOCATION PROGRAMS FOR MIGRANT AGRICULTURAL WORKERS.
- Creator
- THOMSON, LINDA M., Florida Atlantic University, Cataldo, Everett, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
This paper reports on a project to compile educational and acculturational programs for migrant workers who were to be relocated in West Palm Beach through a family rehabilitation program, Rural New Town, Inc. The programs were developed under contract and represent the first compilation of migrant educational materials. Materials from every source were combined and through strict attention to the particular needs of the migrant population a comprehensive plan was created to direct the...
Show moreThis paper reports on a project to compile educational and acculturational programs for migrant workers who were to be relocated in West Palm Beach through a family rehabilitation program, Rural New Town, Inc. The programs were developed under contract and represent the first compilation of migrant educational materials. Materials from every source were combined and through strict attention to the particular needs of the migrant population a comprehensive plan was created to direct the migrant and the administrator in the acculturation/education process.
Show less - Date Issued
- 1974
- PURL
- http://purl.flvc.org/fcla/dt/13673
- Subject Headings
- Migrant agricultural laborers--Florida--Palm Beach County, Migrant agricultural laborers--United States
- Format
- Document (PDF)
- Title
- Adolescent conflict with parents and friends: the role of negative affect and resolution strategy in predicting relationship impact.
- Creator
- Pursell, Gwen R., Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
This study examined associations between conflict affect, resolution, and relationship impact in adolescent conflicts with mothers and friends. Participants included 231 adolescents who were on average 14 years of age. Over three consecutive days, participants completed a diary study in which they reported and described conflicts with mothers and friends. Path analyses were used to examine direct and indirect associations from negative affect and resolution to relationship impact contrasting...
Show moreThis study examined associations between conflict affect, resolution, and relationship impact in adolescent conflicts with mothers and friends. Participants included 231 adolescents who were on average 14 years of age. Over three consecutive days, participants completed a diary study in which they reported and described conflicts with mothers and friends. Path analyses were used to examine direct and indirect associations from negative affect and resolution to relationship impact contrasting disagreements with mothers and disagreements with friends. Moderator analyses examined whether patterns of association differed by gender or conflict topic. Findings revealed that lower levels of negative affect and higher levels of compromise were associated with improved relations for both adolescent conflicts with mothers and friends. Mediation analyses indicated that negative affect largely accounted for the association between compromise and relationship impact. There was no difference between mother-adolescent and friend-adolescent relationships in the strength of these associations. Gender and conflict topic did not moderate these associations. These findings are consistent with a larger body of research on marital relationships, which suggests that negative affect plays a key role in predicting relationship outcomes. Specifically, it appears that regardless of the amount of compromise, it is the expression of anger that determines whether a conflict improves or worsens a relationship.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/359927
- Subject Headings
- Interpersonal relationships in adolescence, Adjustment (Psychology) in adolescence, Attribution (Social psychology), Social conflict, Psychological aspects
- Format
- Document (PDF)
- Title
- Adolescent relationships and their contributions to social and academic competence.
- Creator
- Jones-Hudson, Vonda Dionne, Florida Atlantic University, Laursen, Brett, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
School success is associated with parent- and peer-relationships. To study the connection between these alliances and school success, 30 African-American and 30 European-American 6th graders were given the Relationship Closeness Inventory, Network of Relationships Inventory, Self-Perception Profile, Revised Class Play, and Youth Self-Report. A parent and best friend also completed surveys. Results show parent and peer support relates to the social competence of youth. Father support is...
Show moreSchool success is associated with parent- and peer-relationships. To study the connection between these alliances and school success, 30 African-American and 30 European-American 6th graders were given the Relationship Closeness Inventory, Network of Relationships Inventory, Self-Perception Profile, Revised Class Play, and Youth Self-Report. A parent and best friend also completed surveys. Results show parent and peer support relates to the social competence of youth. Father support is associated with female aggressive-disruptive behavior, and best friend support is associated with sensitive-isolated behavior in boys. African-American parents do more social events with their children than European-American parents do with their children. European-Americans and males have higher socioeconomic status than African-Americans and females.
Show less - Date Issued
- 1997
- PURL
- http://purl.flvc.org/fcla/dt/15436
- Subject Headings
- Child development, Parent and child, Social interaction in adolescence, Academic achievement, Friendship
- Format
- Document (PDF)
- Title
- Affective response and cognition in HIV.
- Creator
- McIntosh, Roger C., Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Resource allocation theory, Polich (2007) suggests cortical measures may attenuate when processing demands increase. Thirteen HIV-negative women (M = 36.5) and 15 HIV-positive women (M = 36.1) infected were instructed to view neutral and negative IAPS images and then to detect rare tones in a subsequent auditory oddball task. A 2 x 2 ANOVA for the auditory P3 did not indicate a main effect for picture valence however an interaction was found between picture valence and serostatus at location...
Show moreResource allocation theory, Polich (2007) suggests cortical measures may attenuate when processing demands increase. Thirteen HIV-negative women (M = 36.5) and 15 HIV-positive women (M = 36.1) infected were instructed to view neutral and negative IAPS images and then to detect rare tones in a subsequent auditory oddball task. A 2 x 2 ANOVA for the auditory P3 did not indicate a main effect for picture valence however an interaction was found between picture valence and serostatus at location Fz, F(1,24) = 18.99, p<.001. During the visual ERP sequence an interaction between valence and serostatus was found at the Pz location, F(1,24) = 18.99, p<.001, meaning the late positive potential (LPP) was not modulated between viewing neutral and negative images in HIV-positive women. These findings suggest that the manifestation of HIV in women may alter the neural processing of emotions, though not to the detriment of a subsequent cognitive task.
Show less - Date Issued
- 2010
- PURL
- http://purl.flvc.org/FAU/2978989
- Subject Headings
- AIDS (Disease), Psychological aspects, HIV-positive persons, Mental health, Clinical health psychology, Psychophysiology, Motivation (Psychology)
- Format
- Document (PDF)
- Title
- Age-related changes in executive function and the influence of processing speed.
- Creator
- Jurado Noboa, Maria Beatriz., Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Healthy aging has been associated with declines in executive functioning (EF) but it remains unclear how different subprocesses of EF are affected by age and by other possibly mediating variables. The principal aim of the present study was to investigate the effects of age and processing speed on three executive functions: set-shifting, planning, and attentional control. Four age groups (20-29 years, 60-69 years, 70-79 years, and 80-89 years) were compared on the Wisconsin Card Sorting Test ...
Show moreHealthy aging has been associated with declines in executive functioning (EF) but it remains unclear how different subprocesses of EF are affected by age and by other possibly mediating variables. The principal aim of the present study was to investigate the effects of age and processing speed on three executive functions: set-shifting, planning, and attentional control. Four age groups (20-29 years, 60-69 years, 70-79 years, and 80-89 years) were compared on the Wisconsin Card Sorting Test (WCST), the DKEFS Tower Test, the Conner's Continuous Performance Test, and a Letter comparison test of processing speed. Results suggested that increased age was associated with decreased performance on most of the studied executive measures, but not all EF are equally affected by age. A slowdown in processing speed mediates some, but not all, decrements in executive performance. The results are interpreted in light of recent neuroimaging data on age-related changes in brain functioning.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/187213
- Subject Headings
- Aging, Psychological aspects, Cognitive psychology, Memory disorders in old age, Ability, Influence of age on, Context effects (Psychology), Cognition, Age factors
- Format
- Document (PDF)
- Title
- Age-related differences in friend similarity of delinquent behavior.
- Creator
- Richmond, Ashley D., Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
During a period of increased independence from parents, youth turn to peers for support, and consequently become more vulnerable to peer pressure (Steinberg & Silverberg, 1986). During middle adolescence, vulnerability to peer influence begins to decline (Steinberg & Monahan, 2007). Empirical research has documented this trend in vulnerability to peer pressure across adolescence, but less attention has been afforded to the age-related changes in similarity. To address this, age-related...
Show moreDuring a period of increased independence from parents, youth turn to peers for support, and consequently become more vulnerable to peer pressure (Steinberg & Silverberg, 1986). During middle adolescence, vulnerability to peer influence begins to decline (Steinberg & Monahan, 2007). Empirical research has documented this trend in vulnerability to peer pressure across adolescence, but less attention has been afforded to the age-related changes in similarity. To address this, age-related changes in peer similarity in delinquency across the adolescent years were examinded using intraclass correlations. Moderating variables, including gender, reciprocity, and closeness, and control variables, including friendship stability and romantic partner status, were examined. Results indicated an increase in friend similarity in delinquency from 5th to 7th grade and a decrease in similarity from 7th to 9th grade. Implications of this study are discussed in terms of contribution to the field and implementation of the findings.
Show less - Date Issued
- 2012
- PURL
- http://purl.flvc.org/FAU/3352828
- Subject Headings
- Juvenile delinquency, Social aspects, Criminal behavior, Social aspects, Interpersonal relationships in adolescence, Friendship in adolescence, Peer pressure in adolescence
- Format
- Document (PDF)