The Seattle Longitudinal Study of Adult Cognitive Development.

نویسندگان

  • K Warner Schaie
  • Sherry L Willis
چکیده

J. (1977). Think Aloud: A program for developing selfcontrol in young aggressive boys. Journal of Abnormal Child Psychology, 5, 157-169. Cartledge, G., & Milburn, J. F. (1980). Teaching social skills to children. Innovative approaches (pp. 92-109). New York, NY: Pergamon Press. Côté, S.M., Vaillancourt, T., LeBlanc, J.C., Nagin, D.S., & Tremblay, R.E. (2006). The development of physical aggression from toddlerhood to pre-adolescence: A nation-wide longitudinal study of Canadian children. Journal of Abnormal Child Psychology, 34, 71–85. Goldstein, A. P., Sprafkin, R. P., Gershaw, N. J., & Klein, P. (1980). The adolescent: Social skills training through structured learning. In G. Cartledge & J. F. Milburn (Eds.), Teaching social skills to children: Innovative approaches (pp. 249-277). New York, NY: Pergamon Press. Kettlewell, P. W., & Kaush, D. F. (1983). The generalization of the effects of a cognitive behavioral treatment program for aggressive children. Journal of Abnormal Child Psychology, 11, 101-114. Lacourse, E., Côté, S., Nagin, D.S., Vitaro, F., Brendgen, M., & Tremblay, R.E. (2002). A longitudinal-experimental approach to testing theories of antisocial behavior development. Development and Psychopathology, 14, 909–924. Meichenbaum, D. (1977). Cognitive-behavior modification: An integrative approach. New York, NY: Plenum Press. Michelson, L., Sugai, D., Wood, R., & Kazdin, A. E. (1983). Social skills assessment and training with children. New York, NY: Plenum Press. Muthén, B. (2004). Latent variable analysis: Growth mixture modeling and related techniques for longitudinal data. In D. Kaplan (ed.), Handbook of quantitative methodology for the social sciences (pp. 345–368). Newbury Park, CA: SAGE. Nagin, D., & Tremblay, R.E. (1999). Trajectories of boys’ physical aggression, opposition, and hyperactivity on the path to physically violent and nonviolent juvenile delinquency. Child Development, 70, 1181–1196. Nagin, D., & Tremblay, R.E. (2001). Parental and Early Childhood Predictors of Persistent Physical Aggression in Boys From Kindergarten to High School. Archives of General Psychiatry, 58, 389-394. Nagin, D.S. (2005). Group-based modeling of development over the life course. Cambridge, MA: Harvard University Press. Patterson, G. R. (1982). Coercive family process. Eugene, OR: Castalia Press. Schneider, B. H., & Byrne, B. M. (1987). Individualizing social skills training for behavior-disordered children. Journal of Consulting and Clinical Psychology, 55, 444-455. Tremblay, R. E. (2008). Understanding development and prevention of chronic physical aggression: Towards experimental epigenetic studies. Philosophical Transactions of the Royal Society of London, 363(1503), 2613-2622. The Seattle Longitudinal Study of Adult Cognitive Development

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عنوان ژورنال:
  • ISSBD bulletin

دوره 57 1  شماره 

صفحات  -

تاریخ انتشار 2010