Developmental Psychologist DIVISION 7 NEWSLETTER WINTER 2018

Developmental Psychologist APA Division 7 Winter 2018

Presidential Column: Michael E. Lamb...... 2 Call for “Research in the News”…………………...... 3 Mentor Award Winners: Alison Gopnik and Michael Chandler...... 4-5 Dissertation Grant Winner: April Gile Thomas ...... 6-7 Early Career Research Grant Winner: Allison A. DiBianca Fasoli...... 8-9 Early Career Outstanding Paper Award Winner: Traci Kennedy...... 10-11 Early Career Outstanding Paper Award Winner: Cecilia Cheung...... 12-13 Dissertation Award Winner: Jessica Lougheed...... 14-15 Dissertation Award Winner: Mark Wade…………………………………………………………………..16-17 Photos of Division 7 at APA 2017...... 18-19 Boyd McCandless Award Nomination Information………………………………………………………..20 Division 7 Awards:Application and Nomination Information…….……………………………..21-23 Division 7 Funding Opportunities……………………………………………………………………………...….24 Contribute to the Young Scholars Fund…………………………………………………………………………25 APA 2018 Division 7 Program Preview……………………………...... 26-29 Become a Division 7 Member……………………………………………………………………………………….30 Executive Committee…………………………………………………………………………………………………...31

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Presidential Column Michael E. Lamb Belated new year’s greetings to all of mona and Sarah were extremely ac- organizing the program, and I look you! tive on Council during 2017 as they forward to seeing as many as possi- pushed, with only partial success, to ble of you in San Francisco this Au- 2018 opened with a flurry of activity increase transparency within the gust. as we sought to review possible organization as a whole. presentations for the Convention in As always, January is a transition August and welcome new members This year’s Convention will be held time for Divisional office holders. In to the Executive Committee while addition to Sarah Friedman, whose turning attention to nominations for term as our representative on Coun- the Division’s awards and prepara- cil was cut short, Kristina Schmid tions for this year’s elections. Callina and Matt Stevenson com- pleted their terms as Program Com- During 2017, the working group on mittee Chair and Co-Chair, respec- spanking that was jointly supported tively (after managing the 2017 Con- by Divisions 7 and 37 completed its vention in Washington DC), Jeni report and formally requested that Pathman completed her term as the report should be officially en- Early Career Representative, and dorsed by APA. This is a slow pro- in San Francisco from the 9th to 11th Ross Thompson completed his cess, but the report is scheduled for of August. A preliminary look at the term as Chair of the Fellows Com- discussion by APA Council this program is available in this Newslet- mittee. Our sincere thanks to all of spring, and their endorsement will ter, with fuller details published in them for their service to the Divi- be critical. There remains some con- the Summer issue of the Newsletter. sion. We also bid welcome to sever- cern that some divisions will not be For now, can I encourage you to al incoming members of the Execu- supportive of a declaration that mark your diaries (yes, I know, I’m tive Committee, including Martha spanking is harmful to children and perhaps the only member who still Ann Bell as Member-at-Large, should be avoided. I urge you to marks a paper diary!) and make Cynthia Garcia Coll as Chair of read the careful review of the evi- plans to attend an exciting conven- the Fellows Committee, Kelly Lynn dence within the report, and to tion in a lovely host city. The Divi- Mulvey as Early Career Repre- make your opinions known. sion 7 program will feature award sentative, Matt Stevenson as Pro- After years of declining membership, talks by Stephen J. Ceci (G. Stanley gram Committee Chair, and Kate the latter part of 2017 saw a pleasing Hall Award), Ross A. Thompson Ellis-Davies as Program Commit- uptick in the number of members (Bronfenbrenner Award), and David tee Co-Chair. that was sufficiently large to earn the S. Yeager (Boyd McCandless Our division depends on members Division an extra seat on APA’s Award) along with my Presidential who volunteer their time to keep Council of Representatives. Excite- Address and exciting symposia on things running smoothly, and we are ment about this enhanced voice in childhood trauma, moral develop- always eager to hear from members APA was quickly doused, however, ment, children’s scientific thinking, who would like to become more in- when we learned that the prior de- narratives about school, and the val- volved. As Past President, Jacque clines had removed one of our exist- ue of international research as well Eccles has responsibility for or- ing seats, resulting in the enforced as lectures by new investigators in- ganising the elections every spring, recall of Sarah Friedman, who has troducing exciting research direc- so please do contact her [jseccles represented the Division so effec- tions in developmental psychology, (at) uci.edu] right away if you are tively for two years. The Division and two poster sessions. Unfortu- interested in becoming more in- will thus be represented only by Si- nately, Margaret Beale-Spencer, co- volved. mona Ghetti in 2018, but will hold recipient of this year’s Bronfenbren- an election this spring to elect a sec- ner Award, will not be able to give a Have a great year. I look forward to ond representative who will begin a lecture at the Convention. Matt Ste- hearing from you and to seeing you new term in January 2019. Both Si- venson has done a fantastic job all in San Francisco.

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Share your ‘Research in the News’ with the Division 7 Facebook Page!

Division 7 is working to build a stronger social media image. As part of that effort, we have recently been posting stories on our Facebook page about Developmentalists whose work has been featured in the media. We are now seeking more stories from our members to share on the page.

If your research (or that of your colleagues) has been featured in the me- dia (popular magazines, news outlets, public video), and you would like us to share it on the Facebook page, please send the link to:

Sue Hobbs, Div 7 Webmaster, [email protected] or Sonja Brubacher, Div 7 Membership Chair, [email protected]

Division 7 members have been responding positively to the posts. We want to hear from you and learn more about what you are doing! And if you are not already a member of the Facebook page, please join us at https://www.facebook.com/groups/218878051489647/

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Mentor Award Winners Alison Gopnik

people will like or expect - people value originality much more than most students think. What lessons have you learned as a mentor?

I’ve learned not to make the ‘fundamental attribution’ error of What suggestions do you have alone the abstract and discussion. assuming that intellectual traits are for finding and choosing a men- going to stay fixed over time- a stu- tor? dent can actually become imagina- What are the most rewarding You might want counter-intuitively tive or hard-working or productive and most difficult aspects of be- to work with a younger faculty over the course of grad school, even ing a mentor? member rather than an old famous if they might not seem that way to one; they’ll have both the energy Finding the right balance between begin with. And I’ve learned that and the motive to mentor, and will guidance and independence is un- there are an amazing variety of have a clearer idea of what life will questionably the hardest part. I ways to be smart and a good scien- be like for you. think there's a tendency now, in tist, way beyond the ‘brilliant boy mentoring as in the related enter- genius’ stereotypes I had starting prise of caregiving, to micromanage out coming from philosophy. What is the best advice that you students - a free supportive place received as a graduate student? for exploration is best, but that's I actually got most of my close easier said than done. And, as a bi- How has being a mentor/teacher mentoring from my fellow students ological as well as academic grand- influenced your research? who were more advanced than I mother, I’d say that seeing your Without my students I’d have al- was, which I think is often true, alt- students mentor their own students most no research! Faculty often hough Jerome Bruner my graduate is most rewarding. Grandchildren have a reflex way of saying “Of advisor was famously good at iden- are the best! course my students did all the tifying and encouraging students. I work” when we give a talk, but its remember Andy Meltzoff, then and actually quite true, at least in my What advice would you give to now one of my best friends as well case. And a lab full of diverse peo- graduate students who want to as mentors, saying that you should ple with different strengths can get have careers in academia? always read the methods section in to intellectual places that no indi- paper carefully, and not just take Focus on doing the work for its vidual could manage. the word of the results section, let own sake, not what you think other

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Michael Chandler

In my rather dated vernacular, the business of supervision is merely an administrative arrangement according to which some faculty member is, sometimes arbitrarily, assigned the responsibility of overseeing the academic progress of a given student. Ordinarily, every student has a supervisor — many times not one of her or his own choosing. Mentorship, by contrast, is an elective collegial pairing in which some aspiring novice is eager to win the academic support of a more advanced tutor who, in turn, views the often heavy responsibility of shepherding some especially promising novitiate as a worthy commitment to the future. Many students complete their education without the benefit of a mentor, and many faculty mentor no one.

By these, perhaps Medieval standards, one does not simply choose a mentor from some available shelf. Rather, students and mentors come together because they see promise in one another. Such arrangements, when they occur, commonly emerge through time, when a student and teacher dis- cover that they have common research goals.

My best research has always take place in collaboration with my best students.

“The hard part [of mentorship] is making sure that you become redundant. My best advice to any student is to make sure that this happens.”

Division 7 membership is always free for under- graduate and graduate students so encourage them to join today! See p. 30 for details

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Dissertation Research Grant Winner April Gile Thomas

Effects of Maternal and Peer Influence on Adolescents’ Risk Behavior

Adolescence represents the period havioral tasks and a battery of self female guardian, or combined of development in which individ- -report assessments. To manipu- (i.e., with both the friend and uals display the greatest suscepti- late social influence, participants mother simultaneously). During bility to social pressure and en- were randomly assigned to com- social influence conditions, par- gage in the greatest risk-taking. It plete the study in one of four so- ticipants completed the behavior- is no coincidence that these two cial influence conditions: alone, al tasks with their assigned social phenomena occur in tandem, as with a friend of the same grade partner/s (i.e., mother and/or adolescents’ vulnerability to social and gender, with one’s mother or friend) sitting beside them. Par- influence is a strong predictor of ticipants assigned to the solo con- adolescents’ risky behavior. Re- dition, on the other hand, com- search has predominantly focused pleted the tasks independently. on the negative effects of peer in- fluence on adolescents’ problem behavior; however, parents re- While participants completed a main an important source of in- behavioral task of risk behavior fluence during adolescence. (i.e., the Stoplight Task), social partners exerted direct influence that was either positive or nega- Dr. April Gile Thomas’s disserta- tive in valence depending upon tion research sought to disentan- the social influence condition. In gle the effects of parental and mother influence and friend influ- peer influence on adolescents’ risk ence conditions, social partners behavior. Using a novel perfor- were instructed to encourage mance-based measure of social greater risk behavior during the influence, her research directly task. In the combined influence compared the effects of maternal condition, mothers and friends and peer influence on adolescents’ “Mothers can play gave contradictory influence risk behavior. an active role in across counterbalanced condi- tions. Specifically, half of all par- keeping their ado- ticipants in the combined influ- In order to examine developmen- lescent children ence condition were encouraged tal differences in resistance to so- by their mother to take risks by cial influence during adolescence, safe – even in the their mother while also being dis- 117 participants across two age presence of nega- couraged by their friend from tak- categories [middle adolescence (13 tive peer influence.” ing risks. The other half of partici- -14 years) and late adolescence (16 pants in the combined influence -17 years)] were administered be- condition were discouraged by

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their mother from taking risks tions, suggesting maternal influ- the present study directly demon- while also being encouraged to ence on adolescents’ risk behavior strates that mothers can influence take risks by their friend. is equally as strong as influence their adolescent children to take from a friend. It was hypothesized greater risks. that these effects would vary A factorial analysis of covariance across developmental stage (i.e., was performed to examine the middle to late adolescence); how- Although these results suggest main effects of direct influence ever, the interaction of age group that mothers and friends are condition and age group, as well and social influence condition was equally influential on adolescents’ as the interaction between the not significant in this sample. risky behavior, these findings also two on adolescents’ risk behavior suggest that mothers may be in a on the Stoplight Task, controlling unique position to weaken the for race and gender. A statistically effect of risky peer influence. Es- significant difference was found “These results in- sentially, these results indicate among the social influence condi- that positive maternal influence tions, revealing that adolescents dicate that posi- has the potential to buffer against in the solo condition took signifi- the effects of negative peer influ- cantly fewer risks than those in tive maternal in- ence. Interestingly, the buffering the mother condition and friend fluence has the effect was limited to mothers, as condition, indicating that influ- peers’ positive influence did not ence from a mother or friend that potential to buffer reduce the effect of negative ma- encouraged risk taking actually ternal influence on adolescents’ increased adolescents’ risk behav- against the effects risk behavior. Thus, mothers have ior. the potential to influence their of negative peer adolescent children in ways that Additionally, mothers’ discour- peers cannot. These results have agement of risk was found to buff- influence.” important implications for parent- er the effects of peers’ pro-risk in- ing practices, as they suggest that fluence, as adolescents in the peer mothers can play an active role in condition (i.e., peers encourage keeping their adolescent children risk only) took significantly more Overall, this study supports the safe – even in the presence of neg- risks than those in the combined notion that mothers and female ative peer influence. condition in which peers encour- guardians continue to play an im- aged risk while mothers also dis- portant role in the lives of their couraged risk. However, peers’ children during the adolescent discouragement of risk did not period. Past research has demon- reduce the effect of moms’ en- strated that mothers can posi- couragement of risk, as there were tively influence their adoles- no significant differences between cents’ decisions and behavior; the mother condition (i.e., moth- the present study demonstrates ers encourage risk only) and com- that mothers can also influence bined condition in which mothers their adolescent children in a encourage risk and friends dis- negative manner – specifically, to courage risk. There were no sig- engage in risky behavior. Prior nificant differences in risk taking research on the negative influ- between adolescents in the moth- ence of parents has largely been er-only and friend-only condi- correlational in nature; however,

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Early Career Research Grant Winner Allison A. DiBianca Fasoli

Navigating Science and Religion: Children’s Reasoning and Parent- Child Conversations in Evangelical Christian Families

Heated ideological debates over suggest that students hold similar climate change, vaccines, and the epistemologies of science and reli- origins of species have revealed gion (e.g., Shtulman, 2013). fault lines between religious and scientific explanations for natural Both scientific and religious reason- phenomena. These divisions pose ing require extensive social support challenges for science educators for their development. In particu- who need to develop ways to reach lar, children use the testimony they students whose reasoning includes hear from adults to construct scien- religious concepts. Such questions tific and religious concepts (Harris are particularly pressing for public & Koenig, 2006; Robinson & Einav, school educators who teach chil- 2014). However, few studies have dren being raised in evangelical Theoretical Background examined actual child-adult inter- Christian faiths, a faith which com- Early models of children’s reason- actions (Callanan et al., 2012), and prises over one-fourth of the na- ing suggested that scientific reason- most studies focus on explicit testi- tion’s adults (Pew Center, 2015). ing replaces religious reasoning mony, overlooking the myriad of My project aims to better under- over the course of development, ways that inter-individual interac- stand how children, raised in evan- but recent studies have challenged tions implicitly convey coexistence gelical Christian families, learn to this view. Findings of these studies and epistemic information about navigate scientific and religious sys- have led to a new model of reason- science and religion (cf. Duranti et tems of reasoning. My project uses ing, one in which apparently con- al., 2011). parent-child conversations and tradictory ideas—such as science child interviews to investigate this and religion—can “coexist” within Methodological Approach issue through two questions: How individuals’ reasoning (Legare et al., My project uses a multi-level ap- do evangelical Christian chil- 2012). The next step is to under- proach in order to capture the dy- dren navigate between religious stand how different forms of coex- namic relation between individual and scientific reasoning at istence develop. It is likely that psychological development and in- different points in their develop- children first use religious and sci- ter-individual socialization in cul- ment? How do parent-child con- entific concepts side-by-side, as two tural context (McLean & Syed, 2016; versations guide children in this separate lines of reasoning, but lat- Miller et al., 2012; Rogoff, 2003). process? By understanding chil- er come to integrate them (Legare Specifically, I use children’s re- dren’s religious reasoning develop- et al., 2012). Further, the develop- sponses to hypothetical vignettes to ment, its relation to their scientific ment of coexistence is supported by assess individual child reasoning concepts, and parental supports for children’s epistemologies (i.e. their and parent-child conversations to children’s reasoning at home, we certainty and evaluation of assess inter-individual socializa- can develop curricula that better knowledge) (Hofer & Pintrich, tion. I situate these methods in a scaffold children’s science learning 1997). While some argue that sci- cross-sectional study design that in schools, while further elucidating ence and religion represent oppos- employs qualitative and quantita- the social processes of children’s ing epistemologies (Sinatra & tive analyses of data. causal reasoning development. Nadelson, 2008), recent studies

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I am recruiting thirty fifth-graders, Christian community. Child Develop- ment (early view). doi:54.5555/cdev.56855 thirty ninth-graders, and their par- Significance of the Research Duranti, A., Ochs, E., & Schieffelin, B. (2012). The ents, from evangelical Christian Historically, religious reasoning has handbook of language socialization. church congregations. For both been a “blind spot” in developmen- Oxford, UK: Wiley-Blackwell. Harris, P. L., & Koenig, M. (2006). Trust in testi- individual child interviews and par- tal psychology (Callanan, 2014). mony: How children learn about sci- ent-child conversations, partici- Given that many children’s thinking ence and religion. Child Development, 77, 949-524. pants respond to a series of hypo- is embedded in religious contexts, Hofer, B. K., & Pintrich, P. R. (1997). The develop- thetical vignettes about natural my project will expand develop- ment of epistemological theories: Be- events and people with diverging mental theories to capture this hu- liefs about knowledge and knowing and their relation to learning. Review views on scientific, religious, and man phenomenon. Further, the of Educational Research, 67(1), 88-140. moral issues (following, for exam- notion that apparently contra- Kuhn, D., Cheney, R., & Weinstock, M. (2000). ple, Kuhn et al., 2000; Woolley et dictory ideas—such as science The developmental of epistemological understanding. Cognitive Develop- al., 2011). Vignettes are followed by and religion—can coexist within ment, 15(3), 309-328. questions that probe causal reason- individuals’ reasoning needs to Legare, C. H., Evans, E. M., Rosengren, K., & Harris, P. (2012). The coexistence of ing (e.g., “Why did this happen?”) be explored. My project puts natural and supernatural explanations and epistemic understanding (e.g., this issue front and center. Fi- across cultures and development. “How do you know?” “Can both nally, we have thousands of studies Child Development, 83, 173-185. Miller, P. J., Fung, H., Lin, S., Chen, E. C.-H., & people be right?”). on children’s reasoning develop- Boldt, B. R. (2012). How socialization ment, but only a handful on the happens on the ground: Narrative For the child interview data, I will social processes of that develop- practices as alternate socializing path- ways in Taiwanese and European- use the three forms of coexistence ment. The unique advantages of American families. Monographs of the (“synthetic,” “target-dependent,” my project are that it (1) connects Society for Research in Child Develop- ment, 77, 5-140. and “integrative”) outlined by Le- children’s coexistence reasoning to McLean, K. C., & Syed, M. (2016). Personal, mas- gare et al. (2012) to assess how chil- inter-individual reasoning contexts ter, and alternative narratives: An dren navigate between scientific and (2) can reveal precisely how integrative framework for understand- ing identity development in context. and religious concepts at different these inter-individual contexts im- Human Development, 58, 758-349 points in development. Parent- plicitly support children’s coexist- Pew Center. (2015). America’s changing religious child conversations will be analyzed ence development. Findings will landscape. Retrieved from http:// www.pewforum.org/files/2015/05/RLS- using qualitative analyses because advance understanding of the 08-26-full-report.pdf qualitative analyses can capture the social processes of children’s Robinson, E., & Einav, S. (2014). Trust and skepti- cism: Children’s selective learning from dynamics of process (McLean & reasoning development and can testimony. Cambridge, UK: Psychology Syed, 2016). Specifically, I will con- help educators bridge students’ Press. duct close, micro-analyses of con- scientific reasoning across fami- Rogoff, B. (2003). The cultural nature of human development. Oxford University Press. versations (DiBianca Fasoli, 2017) ly and school contexts. Shtulman, A. (2013). Epistemic similarities be- that examine each conversational tween students’ scientific and super- turn to identify how parents and natural beliefs. Journal of Educational Psychology, 105, 599-212. children use scientific and religious Sinatra, G. M., & Nadelson, L. S. (2011). Science concepts to respond to one another References and religion: Opposite ends of core (e.g., to align, counter, justify, ex- Callanan, M. A. (2014). Diversity in children’s epistemological continua? In R. Taylor understanding of death. Monographs & M. Ferrari (Eds.), Epistemology and plain, warn) and whether and how of the Society for Research in Child science education: Understanding the scientific and religious concepts Development, 79(5), 586-150. evolution vs. intelligent design contro- versy (pp. 577-194). New York, NY: commonly co-occur together. I will Callanan, M., Rigney, J., Nolan-Reyes, C., & Solis, G. (2012). Beyond pedagogy: How chil- Routledge. also examine the participant roles dren’s knowledge develops in the con- Woolley, J. D., Cornelius, C. A., & Lacy, W. (2011). that children assume (e.g., as au- text of everyday parent-child conversa- Developmental changes in the use of tions. In A. Pinkham, T. Kaefer, & S. supernatural explanations for unusual thor, speaker, listener), since par- Neuman (Eds.), Knowledge develop- events. Journal of Cognition and Cul- ticipant roles are a key way that ep- ment in early childhood: How young ture, 11, 755-337. istemic information is implicitly children build knowledge and why it matters (pp. 96-70). New York, NY: conveyed through conversation Guilford Press. (Miller et al., 2012). DiBianca Fasoli, A. (2017). From autonomy to divinity: The cultural socialization of moral reasoning in an evangelical

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Early Career Outstanding Paper Award Traci Kennedy

Emotionally Numb: Desensitization to Community Violence Exposure among Urban Youth

Kennedy, T.M., & Ceballo, R. Emotionally numb: Desensitization to community violence exposure among urban youth. Developmental Psychology, 52, 778-89.

I am thrilled and grateful to have regardless of the symptom domain. been selected to receive a Division In contrast, the desensitization 7 Early Career Outstanding Paper model predicts that internalizing, Award for my recent work examin- emotional symptoms will worsen ing the links between community with increasing exposure to a point, violence exposure and youths’ well- then level off or even improve at being. My paper, “Emotionally the very highest levels of violence Numb: Desensitization to Commu- exposure; meanwhile, externalizing nity Violence Exposure Among Ur- symptoms, such as aggression and ban Youth,” was published in De- delinquency, should continue to velopmental Psychology. This study increase linearly with increasing was part of my dissertation at the exposure, even at the very highest University of Michigan, where I levels. In other words, the desensi- completed my PhD under the men- tization model assumes that the torship of Dr. Rosario Ceballo (co- relation between CVE and internal- author of the paper). izing symptoms is curvilinear, whereas the relation between CVE and externalizing symptoms is line- This paper describes the nuanced ar. According to the theory, this links between community violence pattern may reflect emotional exposure (CVE) among youth and “...emotional numbing or numbing to violence exposure as both internalizing and externaliz- normalization may devel- youth come to regard violence in ing symptoms over time. Violence their communities as normative exposure is a pervasive and fre- op as community violence and expected, but only at the cost quent part of daily life for many exposure climbs to the of their own antisocial tendencies – children and adolescents, particu- most extreme levels over perhaps developing a hardened ex- larly those living in low-income, terior to shield themselves and urban neighborhoods. time.” loved ones from the violence they encounter. The cumulative effects model typi- A fairly new theory in the subfield cally tested in studies of CVE and of CVE – the “desensitization” mod- youth well-being assumes that both I analyzed data from the Longitudi- el – posits that youth who are ex- internalizing and externalizing nal Cohort Study of the Project on posed to inordinate levels of vio- symptoms worsen as a constant, Human Development in Chicago lence in their communities may linear function of exposure. That is, Neighborhoods (PHDCN), a large, become emotionally desensitized to every instance of violence exposure representative, study of randomly its effects over time (Gaylord- over time should predict a com- selected youth. Focusing on 3 waves Harden et al., 2011; Mrug et al., mensurate increase in symptoms, of data for 3,480 youth ages 3 to 12 2016, 2008; Ng-Mak et al., 2004).

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at baseline (9 to 18 at outcome), I venient assumptions (often implicit of considering multiple dimensions tested the hypothesis that CVE in our choice of statistical tech- of CVE (e.g., variety, frequency, would predict quadratic increas- niques), and to build creative statis- type) rather than treating it as one es in internalizing symptoms tical models that most appropriate- homogenous construct. and linear increases in external- ly and rigorously test complex theo-

izing symptoms. Indeed, results ries about human development. of both longitudinal (from Wave 2 I am grateful for the opportunity to

to Wave 3) and cross-sectional share my work with my Division 7 (from Wave 3 to Wave 3) partially In addition to testing a novel model colleagues. I look forward to con- supported this hypothesis, control- of how CVE relates to youths’ well- tinuing to expand the boundaries of ling for baseline symptoms and oth- being, several other strengths make our models for human development er relevant covariates. Specifically, this paper an important contribu- – both within the CVE literature the quadratic association between tion to the literature and made it an and across the field of developmen- CVE and internalizing symptoms exciting project to work on. Unlike tal psychology more generally. emerged in longitudinal analyses, and the linear association between “These findings help to clar- CVE and externalizing symptoms ify how community violence References emerged in cross-sectional analyses. exposure differentially pre- Gaylord-Harden, N. K., Cunningham, J. A., & Zelencik, B. (2011). Effects of expo- dicts internalizing and ex- sure to community violence on internaliz- This evidence suggests that emo- ternalizing symptoms.” ing symptoms: Does desensitization to tional numbing or normalization violence occur in African American may develop as CVE climbs to the youth? Journal of Abnormal Child Psychol- most extreme levels over time. the high-risk samples of youth used ogy, 39, 711–719. http://dx.doi.org/10.1007/ s10802-011-9510-x Emotional desensitization may re- in many studies of CVE, the

quire time to develop, which may PHDCN included youth from a Mrug, S., Loosier, P. S., & Windle, M. account for these more distal wide range of socioeconomic back- (2008). Violence exposure across multiple effects on internalizing symptoms, grounds and census tracts. This contexts: Individual and joint effects on whereas the linear effects of CVE on sampling strategy afforded the adjustment. American Journal of Ortho- externalizing symptoms may be unique opportunity to examine a psychiatry, 78, 70–84.http:// dx.doi.org/10.1037/0002- 9432.78.1.70 more immediate (i.e., responding to wide range of CVE levels relating to present threats with violence/ youth outcomes rather than focus- Mrug, S., Madan, A., & Windle, M. (2016). aggression). Thus, the more proxi- ing on those with the most extreme Emotional desensitization to violence mal, cross-sectional Wave 3 associa- exposure, making this paper’s find- contributes to adolescents’ violent behav- tion with externalizing symptoms ings especially generalizable, ex- ior. Journal of Abnormal Child Psychology, may dilute any longitudinal effects panding the CVE literature. Moreo- 44, 75–86.http://dx.doi.org/10.1007/s10802 -015-9986-x from earlier CVE. ver, the detailed CVE measure used in the PHDCN included a broader Ng-Mak, D. S., Salzinger, S., Feldman, R. range of types of both violence wit- S., & Stueve, C. A. (2004). Pathologic ad- These findings from a large, repre- nessing and victimization than is aptation to community violence among sentative sample critically support typically examined. Many studies inner-city youth. American Journal of Or- and extend similar findings from also dichotomously measure only thopsychiatry, 74, 196–208.http:// dx.doi.org/10.1037/0002-9432.74.2.196 the only prior longitudinal investi- the variety of violent events – that gation of the desensitization model is, whether or not youth had been of CVE (Mrug et al., 2016). These exposed to each event; in contrast, findings not only help to clarify this study considered both variety how CVE differentially predicts in- and frequency, which uncovered im- ternalizing and externalizing symp- portant, nuanced differences toms, but they importantly chal- among youth along the entire spec- lenge developmental psychologists trum of CVE frequency. This fea- to move beyond analytically con- ture demonstrates the importance

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Early Career Outstanding Paper Award Cecilia Cheung

Controlling and Autonomy-Supportive Parenting in the United States and China:

Beyond Children's Reports

Cheung, C. S., Pomerantz, E. M., Wang, M. & Qu, Y. (2016). Controlling and autonomy-supportive par- enting in the United States and China: Beyond children's reports. Child Development, 87, 1992-2007.

A sizable body of research indicates lead to erroneous conclusions that parents’ attempts to control about the role of parents in the children through shaming, authori- United States and China. ty assertion, and guilt induction have aversive effects on children’s To address this research gap, we psychological functioning (for re- examined whether children’s re- views, see Grolnick & Pomerantz, ports of parenting correspond with 2009; Soenens & Vansteenkiste, mothers’ and observers’ reports 2010). In contrast, when parents are similarly in the United States and autonomy supportive—that is, they China. In addition, we investigated encourage children’s self- direction whether controlling and autonomy- by adopting children’s perspective supportive parenting practices are and allowing children to make deci- predictive of children’s adjustment sions, children flourish (e.g., similarly in the two countries, using Grolnick & Ryan, 1989). Notably, reports from various informants. these conclusions are primarily We focused on parenting in the ac- based on research conducted in the ademic arena given that controlling Western cultural context, such as parenting may be less detrimental the United States. Do parents’ con- for Chinese (vs. American) children trolling and autonomy- “If American and Chinese when it is exerted around academ- supportive practices have simi- children’s reports of parent- ics. lar implications for children’s ing do not similarly reflect functioning in environments parents’ actual practices in A total of 394 American and Chi- other than the West? the two countries, analyses nese mother-child dyads participat- ed in the study. At the start of the based on children’s reports It has been argued that in East study, all children were in seventh Asian countries, such as China, in- can lead to erroneous con- grade (Mage = 13.19 years). Children dividuals’ autonomy is emphasized clusions about the role of and their mothers reported on to a lesser extent. As such, control- parents in the United States mothers’ control and autonomy ling parenting practices may not be and China.” support with frequently used as detrimental for children’s func- measures (e.g., Barber, Stolz, & Ol- tioning as in the West (e.g., Chao, sen, 2005; Wang, Pomerantz, & 1994; Soenens, Vansteenkiste, & & Wang, 2009). Unfortunately, the Chen, 2007) adapted to the aca- Van Petegem, 2015). However, con- evidence to date has almost exclu- demic arena. trary to such an argument, research sively relied on children’s reports of indicates that parents’ control pre- parenting. If American and Chinese These measures paralleled a labora- dicts dampened academic and children’s reports of parenting do tory observation of mothers’ con- emotional functioning among chil- not similarly reflect parents’ actual trol and autonomy support as they dren in China, as in the United practices in the two countries, anal- worked with children on a set of States (for a review, see Pomerantz yses based on children’s reports can challenging academic tasks in the

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“...Heightened control and Taken together, findings from this development in Western and East research affirm prior research indi- Asian countries. Current Directions dampened autonomy support in Psychological Science, 18, 285–289. cating that heightened control and among parents can undermine doi:10.1111/j.1467-8721.2009.01 653.x dampened autonomy support Soenens, B., & Vansteenkiste, M. (2010). A children’s academic and emo- among parents can undermine chil- theoretical upgrade of the concept of tional functioning in both the dren’s academic and emotional parental psychological control: Pro- functioning in both the United posing new insights on the basis of United States and China.” self-determination theory. Develop- States and China. Results allayed mental Review, 30, 74–99. the suspicion that American and doi:10.1016/j.dr.2009.11.001 laboratory. The tasks were designed Chinese children’s reports of par- Soenens, B., Vansteenkiste, M., & Van Pe- to elicit observable interactions in a enting do not similarly correspond tegem, S. (2015). Let us not throw the baby with the bathwater: Applying standardized setting of similar fa- to parents’ actual practices, thereby the principle of universalism without miliarity in the United States and creating problems in making com- uniformity to autonomy-supportive China. Trained observers provided parisons. and controlling parenting. Child ratings on parents’ behaviors dur- Development Perspectives, 9, 44–49. doi:10.1111/cdep.12103 ing the laboratory task. At the con- “There [was] no evidence clusion of the laboratory session, as that American and Chi- well as six months after the session, nese children’s reports children completed surveys about their academic and psychological of their mothers’ practic- functioning. es are differentially re- flective of their parents’ Results indicated that children’s actual practices.” Nominations (self reports of their mothers’ parenting were modestly associated with mothers’ reports of their own par- or other) for the enting. Notably, the strength of as- References sociation between children’s and Barber, B. K., Stolz, H. E., & Olsen, J. A. 2019 Early Career mothers’ reports, as well as chil- (2005). Parental support, psychologi- cal control, and behavioral control: dren’s and observers’ reports, do Assessing relevance across time, Outstanding not differ between the United method, and culture. Monographs of States and China. Therefore, there the Society for Research in Child De- Paper Award are is no evidence that American and velopment, 70(8, Serial No. 685). doi: Chinese children’s reports of their 10.1111/j.1540-5834. 2005.00364.x Chao, R. K. (1994). Beyond parental control due March 15, mothers’ practices are differentially and authoritarian parenting style: reflective of their parents’ actual Understanding Chinese parenting 2018! See p. 22 for practices. through the cultural notion of train- ing. Child Development, 61 , 1111–1119. doi:10.2307/1131308 more details. Moreover, consistent with research Grolnick, W. S., & Pomerantz, E. M. (2009). using children’s reports, this re- Issues and challenges in studying search revealed that parents’ con- parental control: Toward a new con- trol predicted dampened function- ceptualization. Child Development ing in children, as reflected in chil- Perspectives, 3, 165–170. doi:10.1111/ j.1750-8606.2009.00099.x dren’s grades and emotional adjust- Grolnick, W. S., & Ryan, R. M. (1989). Par- ment. These patterns were similarly ent styles associated with children’s evident in the United States and self-regulation and competence in China, even when mothers’ and ob- school. Journal of Educational Psy- chology, 81, 143–154. doi:10.1037/0022 servers’ reports of parenting were -0663.81.2.143 utilized. Pomerantz, E. M., & Wang, Q. (2009). The role of parents’ control in children’s

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Division 7 Dissertation Award Winner Jessica Lougheed

Interpersonal Emotion Dynamics in Mother-Daughter Dyads in Adolescence

Summary of the Dissertation physical contact, load sharing was daughters “pick up” on each others’ I received my PhD in Developmen- only evident among dyads with physiological arousal—across posi- tal Psychology from Queen’s Uni- higher relationship quality. Thus, tive and negative emotional con- versity in 2016, mentored by Dr. emotional load sharing occurred at texts. Daughter-to-mother arousal Tom Hollenstein. In my disserta- higher levels of physical and/or re- transmission decreased between a tion, “Interpersonal Emotion Dy- positive context and a negative con- namics in Mother-Daughter Dyads text but otherwise, daughter-to- in Adolescence”, I studied emotion mother and mother-to-daughter dynamics in parent-child interac- arousal transmission did not vary tions, and how they relate to psy- across contexts. Contrary to expec- chosocial adjustment (e.g., symp- tations, relationship quality was not toms of depression and anxiety, the associated with arousal transmis- quality of the parent-adolescent sion. relationship). I focused specifically on mother-daughter relationships How did you come up with the in adolescence because we know idea for your dissertation re- surprisingly little about how emo- search? tions unfold moment-to-moment Research on emotion regulation in between parents and teens, and developmental psychology has been because the mother-daughter rela- evolving over the last two decades. tionship specifically is one of the lationship closeness in mother- Current emphases are on incorpo- most emotionally-intense parent- daughter dyads. rating (1) a focus on emotion regu- child relationships across the lation as embedded in social rela- lifespan. In Study 2 (Lougheed & Hollen- tionships, and (2) a dynamic per- stein, 2016), I examined individual spective of emotions unfolding over In Study 1 (Lougheed, Koval, & Hol- differences in dyadic socioemotion- time. Both of these new directions lenstein, 2016), I examined emo- al flexibility—the ability to adjust in emotion regulation research tional load sharing (i.e., the distri- emotions according to situational have been valued in theoretical and bution of the burden of emotional demands—across positive and neg- conceptual perspectives for some distress among relationship part- ative emotional contexts. Higher time, but there have been a number ners; Beckes & Coan, 2011) during flexibility within emotional con- of challenges in the pragmatics of adolescent social stress as it related texts, and moderate levels of flexi- incorporating these ideas into re- to physical and relationship close- bility across positive and negative search. This gap between theory ness. Dyads were randomly as- emotional contexts, were associated and method is in part because of signed to either have physical con- with higher mother-daughter rela- the challenges of implementing the tact or no physical contact during tionship quality and lower maternal advanced statistical methods re- the social stress elicitation. Evi- internalizing symptoms (e.g., de- quired for dyadic and/or time series dence of load sharing was observed pression, anxiety, and social anxie- approaches. Other challenges relate among dyads who were in physical ty). In Study 3, I examined mother- to how best to observe emotion dy- contact, independent of relation- daughter arousal transmission—the namics in parent-adolescent inter- ship quality. However, without extent to which mothers and actions.

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in knowledge when brainstorming ment of Human Development and I came up with the ideas for my dis- your topic. If you are currently Family Studies at Purdue University sertation research because I was working on your research, one in August, 2018. I am excited to interested in digging deeply into piece of advice is to keep in mind start up my own lab where I can the dynamics of parent-adolescent that research is hard and that eve- continue to work on methodologi- interactions that are related to psy- ryone struggles with it at some cal challenges and contribute to chosocial adjustment. Naturally, point (or a lot of points). Try not to research on family dynamics in ad- this involved diving into the meth- get too discouraged when you reach olescence. odological challenges of observing those struggles—you might be on and then analyzing interpersonal the verge of learning something! References emotion dynamics, which have Lougheed, J. P., & Hollenstein, T. since become one of my favourite (2016). Socioemotional flexibility in What are you working on now? types of challenges to work on. For mother-daughter dyads: Riding the I am currently a Banting Postdoc- me, my dissertation was just as emotional rollercoaster across positive toral Fellow at the Pennsylvania and negative contexts. Emotion, 16(5), much about learning something State University. As I mentioned 620-633. doi: 10.1037/emo0000155 new about mother-daughter inter- above, one current challenge in de- actions as it was about working on velopmental psychology research is Lougheed, J. P., Koval, P., & Hollen- methodological problems. For ex- the gap between theory and meth- stein, T. (2016). Sharing the burden: ample, while working through ods—advances in statistical tech- The interpersonal regulation of emo- these challenges, I developed a new tional arousal in mother-daughter dy- niques do not always get picked up method for observing parent- ads. Emotion, 16(1), 83-93. doi: 10.1037/ by the research community more adolescent emotions in lab settings, emo0000105 broadly, even though many of these with the Emotional Rollercoaster methods would enable researchers task (Lougheed & Hollenstein, to directly test their theoretically- 2016). driven research questions. One of

my current projects is a series of How did you fund your disserta- methods papers geared towards tion research? developmental researchers that I was supported by a Joseph- make some of these advanced sta- Armand Bombardier Canada Grad- tistical techniques more accessible uate Scholarship from the Social to researchers who might not oth- Nominate a student Sciences and Humanities Research erwise learn about them. I also have Council of Canada. The studies in the exciting opportunity to be in- for the Dissertation my dissertation were supported by volved in a project that will make Tom Hollenstein’s Discovery grant important contributions to the Award in Develop- from the Natural Sciences and En- study of self-regulation (i.e., delay- mental Psychology gineering Research Council of Can- ing gratification, resisting impulses) ada. in early childhood. My mentors, by March 15, 2018! Pamela Cole and Nilam Ram, have developed theoretical and statistical What advice would you give See details on p. 22. models of self-regulation that unify graduate students who are pro- the many processes that occur (e.g., posing or working on their dis- behaviour, emotion, psychophysiol- sertation research? ogy, parental scaffolding) in the If you haven’t yet proposed your moments when children experience dissertation research, it can be situations that challenges their abil- helpful to consider gaps in methods ity to self-regulate. I am also getting (e.g., in terms of study paradigms, ready for my transition to the role measurement, statistical approach- of assistant professor in the Depart- es) in your field in addition to gaps

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Division 7 Dissertation Award Winner Mark Wade A Developmental Cascade Model of Neurocognitive Functioning:

Risk, Resilience, and Implications for Children's Mental Health

and that these effects were medi- erative in children’s ToM and EF ated by children’s emergent lan- development. Interestingly, these guage skills at age 3. Moreover, genetic effects were contingent these effects operated similarly for upon both environmental children from high and low social (maternal responsiveness) and bi- risk backgrounds, despite overall omedical (birth weight) factors, compromised development in suggesting that such genetic high risk children. These results effects are non-deterministic and suggest that high risk children potentially modifiable. Overall, who experience relatively poorer these results highlight the com- early social-cognitive skill develop- plex biopsychosocial mecha- ment may be set up to experience nisms underpinning children’s continued neurocognitive difficul- early ToM and EF development, ties in other domains of function- which has implications for chil- ing over the first five years of life. dren’s downstream academic Summary of the Dissertation functioning, social competence, My dissertation drew on data from My dissertation also explored the and mental health. an ongoing longitudinal birth co- role of various biomedical and ge- hort study of 501 families living in netic factors in children’s ToM and the greater Toronto, ON, region. EF. In the biomedical sphere, I How did you come up with the Central to my dissertation is the showed that lower birth weight idea for your dissertation re- concept of developmental cas- and exposure to maternal preg- search? cades, in which competencies in nancy hypertension were risk fac- As a student in clinical psycholo- one domain of functioning at an tors for deficits in ToM and EF at gy, I was interested in better un- early period of development age 4.5, effects that were again me- derstanding the mechanisms con- scaffold or build competencies in diated through children’s lan- tributing to children’s neurodevel- other domains of functioning at guage. Optimistically, these effects opment and psychopathology. later periods of development. In were moderated by responsive Over the last decade or so, ToM particular, I was interested in how parenting at 18 months, such that and EF have become important early social-cognitive skill develop- children facing biomedical risk but candidates in the search for endo- ment at 18 months (empathy, co- receiving high levels of responsive phenotypes underlying liability to operation, joint attention, and self caregiving achieved levels of cog- several forms of psychopathology. -recognition) laid the groundwork nitive functioning comparable to This made me interested in under- for more sophisticated cognitive their low risk peers. Finally, in the standing the developmental mech- skills at age 4.5, namely theory of genetics domain I examined the anisms that contribute to ToM and mind (ToM) and executive func- effects of variability in the oxyto- EF development, with the inten- tioning (EF). I showed that these cin and vasopressin hormone tion of uncovering the social- early social-cognitive competen- genes, showing that both of these environmental conditions that ei- cies predicted later ToM and EF, neurohypophysial systems are op- ther promote or encumber ToM

PAGE 16 Developmental Psychologist DIVISION 7 NEWSLETTER WINTER 2018

and EF development. Given that common with. Don’t be afraid to ToM and EF are implicated in sev- think outside the box and inte- eral other domains of functioning, grate concepts from different the idea was that identifying and fields. Finally, have patience with enhancing these early experiences the process—it can be overwhelm- may protect children against de- ing and at times unnerving, but veloping problems in other do- most things worthwhile are, to one mains of adaptation. degree or another. Surround your- self with people who won’t only commiserate with you, but people How did you fund your disserta- who will keep you intellectually tion research? curious and push around your in- My dissertation research was fund- tuitions. Whether you end up in ed by several internal and external an academic position or not, grad- sources, including a Canadian In- uate school is often a place where stitutes of Health Research (CIHR) you learn not only what to think, Doctoral Award, Ontario Graduate but how to think. It’s an invaluable Scholarship, and AFP–COGDOP experience, regardless of outcome. Graduate Research Scholarship. My supervisor, Dr. Jenny Jenkins, also provided support and was the What are you working on now? one to whom the large CIHR grant I’m currently a Banting Postdoc- for the longitudinal study was toral Fellow at Harvard Medical awarded. School and Boston Children’s Hos- pital, working on the Bucharest Early Intervention Project with Dr. Eleanor Maccoby Book What advice would you give Charles Nelson. Here, we are look- graduate students who are pro- ing at the long-term consequences Award in Developmen- posing or working on their dis- of institutionalization on chil- sertation research? dren’s brain and behavioral devel- tal Psychology, 2018 Make sure you are genuinely inter- opment, with a particular focus on Recipient: ested in your topic area, and that psychopathology. This project has you negotiate this with your super- tracked children from infancy to visor. It’s easy to defer to one’s su- age 16, which is an important peri- Michael Tomasello pervisor or be given a particular od of social and biological change. theme to research, but over time We hope to better understand how this may become daunting and un- early psychosocial deprivation interesting. It is well worth it to contributes to psychopathology take the time to figure out what through influences on the brain you are interested in and how this and cognition, and how early en- can be carried out within the lab. richment in the form of early fos- This will sustain your curiosity and ter care might mitigate these risks. enthusiasm throughout graduate I’m excited to be part of such an school. Also, talk to a lot of other innovative study, and am hopeful students and faculty, and really get that we might one day understand to know their work. Some of the how best to support the health and most interesting ideas I ever had development of this vulnerable were by listening to people whom I group. never thought I’d have anything in

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Division 7 at the 2017 APA Convention in Washington DC!

Above: Moshe Szyf presenting in a collaborative session Above left: Michael Lamb presenting the Boyd McCandless Award to Luke Hyde Giving out awards

Below: E. Mark Cummings delivering his Bron- fenbrenner Award address

Right: Michael Lamb presenting the G. Stanley Hall Award to Nathan Fox

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Right: Michael Lamb presenting the Boyd McCandless Award to Marjorie Rhodes

Above: David Sweatt presenting in a collaborative session

Above: Amy Non presenting in a collaborative ses- sion

Above: Nathan Fox delivering his G. Stanley Hall Award address Right: Marjorie Rhodes and Luke Hyde, Boyd McCandless Award recipients

Attending great talks

PAGE 19 Developmental Psychologist DIVISION 7 NEWSLETTER WINTER 2018

Know a Deserving Early Career Researcher?

Boyd McCandless Young Scientist Award

The Boyd McCandless Award recognizes a young scientist who has made a distinguished theoretical contribution to developmental psychology, has conducted programmatic re- search of distinction, or has made a distinguished contribution to the dissemination of developmental science.

The award is for continued efforts rather than a single outstanding work. Scientists who are within seven years of completion of the doctoral degrees are eligible, and for the 2019 award (to be judged in 2018), nominees should have received their degrees in 2011 or later. In certain circumstances, when the scientist has taken an extended leave of absence (e.g., for his/her own serious health condition, for the birth or care of his/her child, to care for an immediate family member who has a serious health condition, etc.), one extra year of eligibility may be granted. Any scientist wishing to be considered for an extra year of eligibil- ity should submit a letter explaining the circumstances to the Chair of the Award Committee along with official documentation of the leave.

The award is presented by the membership of Division 7 of the American Psychological Association, and the award winner will be invited to address the following year's meeting of the APA.

To nominate an individual, please email the following:  A letter of nomination  The nominee’s curriculum vitae  Up to four representative publications  Suggestions for additional potential referees

Please email nomination materials to the chair of the selection committee:

David S. Yeager Developmental Psychology University of Texas, Austin Applications/ Email: [email protected] Nominations Due

March 15, 2018!

For more information see: http:// www.apadivisions.org/division-7/awards/mccandless.aspx

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SUMMARY OF DIVISION 7 AWARDS

AWARDS FOR STUDENTS AND EARLY CAREER SCHOLARS

Dissertation Award in Developmental Psychology This award recognizes an individual whose dissertation is deemed to be an outstanding contribution to developmental psychology. Deadline: March 15, 6018

Boyd McCandless Award This award recognizes young scientists who have made distinguished contributions to developmental psychology. Deadline: March 15, 6018

Early Career Outstanding Paper Award The Early Career Outstanding Paper Award recognizes a graduate student or early career scientist who has published (or has in press) an outstanding paper in the previous year. Deadline: March 15, 6018

AWARDS FOR DISTINGUISHED/LIFETIME CONTRIBUTIONS

G. Stanley Hall Award for Distinguished Contribution to Developmental Psychology This award recognizes distinguished contributions to developmental psychology, including contributions in research, student training, and other scholarly endeavors. Deadline: March 15, 6018

Urie Bronfenbrenner Award for Lifetime Contribution to Developmental Psychology This award recognizes an individual who has contributed to the science of developmental psychology and who has also worked to ap- ply developmental psychology to society. Deadline: March 15, 6018

OTHER DIVISION 7 AWARDS

Eleanor Maccoby Book Award in Developmental Psychology This award recognizes an author of a book in the field of psychology that has a profound effect on one or more of the areas represented by Division 7. Deadline: March 15, 6018

Mentor Award in Developmental Psychology This award recognizes individuals who have had a substantial impact on developmental psychology by their mentoring of young schol- ars. Deadline: March 15, 6018

AWARD DEADLINES ARE APPROACHING! SUBMIT NOMINATIONS BY MARCH 15, 2018

SEE PAGE 24 FOR DIVISION 7 FUNDING OPPORTUNITIES!

PAGE 21 Developmental Psychologist DIVISION 7 NEWSLETTER WINTER 2018

DIVISION 7 AWARDS IN DETAIL

AWARDS FOR STUDENTS AND the likely impact on the field. The EARLY CAREER SCHOLARS Boyd McCandless Award nominee must be the first author and Description: The Boyd McCandless must be a member of APA and Divi- Dissertation Award in Award recognizes a young scientist sion 7. Winners do not need to attend Developmental Psychology who has made a distinguished theo- the APA Convention to receive the Description: This award is given to retical contribution to developmental award. an individual whose dissertation is psychology, has conducted program- Eligibility: judged to be an outstanding contribu- matic research of distinction, or has  Applicants can be self- or other- tion to developmental psychology. made a distinguished contribution to nominated. Award winning dissertations demon- the dissemination of developmental  An in-press paper must be accom- strate strong contribution to develop- science. The award is for continued panied by a letter of acceptance mental science and theory through efforts rather than a single outstand- from the editor. asking important questions and dis- ing work. The award is presented by  Nominees must make sure that playing theoretical rationale and sys- the membership of Div. 7 of the APA, any other authors of the nominat- tematic methods. A distinguished and the award winner will be invited ed article do not object to the dissertation includes a well written to address the following year’s meet- nomination. summary and is publishable in a top ing of the APA. Winners serve as Deadline: March 15, 2018 journal. Award winners will be invited committee chairs for the following How to Apply: to address the following year’s annual year’s award. Nominations should include: APA Convention during which the Eligibility:  The paper being nominated. awards will be presented by the mem-  Scientists who are within seven  The CV of the nominee. bership of Div. 7. years of completing their doctoral  A one-page cover letter outlining Eligibility: degree are eligible. the strengths, importance and  The nominee must have complet- Deadline: March 15, 2018 potential impact of the article ed his/her dissertation as part of a How to Apply: developmental graduate program. Nominations should include: Please email nominations to:  The nominee must have partici-  A letter of nomination. Jacquelynne S. Eccles pated in his/her dissertation de-  The nominee’s curriculum vitae. [email protected] fense during the current or prior  Up to four representative publica- School of Education calendar year of the award. tions. University of California, Irvine Deadline: March 15, 2018  Suggestions for potential referees. How to Apply: AWARDS FOR Nominations should include: Please email nomination materials to DISTINGUISHED / LIFETIME CON-  An electronic summary of the the chairs of the Boyd McCandless TRIBUTIONS research (maximum of 2,000 selection committee via: words, excluding references). G. Stanley Hall Award for  Electronic letter from the chair of David S. Yeager Distinguished Contribution to the student’s dissertation com- [email protected] Developmental Psychology mittee attesting to the student’s Developmental Psychology Description: The G. Stanley Hall primary and major contributions University of Texas at Austin award is given to a single individual to the research and explaining (sometimes a research team) who has why the dissertation is worthy of Early Career Outstanding Paper made distinguished contributions to the award. Award developmental psychology, including Description: The paper must sig- contributions in research, student Please email nominations to: nificantly advance content training, and other scholarly endeav- Jacquelynne S. Eccles knowledge, methodology and/or the- ors. Evaluations are based on the sci- [email protected] ory in developmental psychology. Im- entific merit of the individual's work, School of Education portant criteria include the im- the importance of this work for open- University of California, Irvine portance of the work, innovation and ing up new empirical or theoretical

PAGE 22 Developmental Psychologist DIVISION 7 NEWSLETTER WINTER 2018 areas of development psychology, and Arizona State University Department of Developmental and the importance of the individual's Comparative Psychology work in linking developmental psy- OTHER DIVISION 7 AWARDS Max Planck Institute for Evolutionary chology with issues confronting the Anthropology larger society or with other disci- Eleanor Maccoby Book Award in plines. Award winners will be invited Developmental Psychology Mentor Award in Developmental to address the following year’s APA Description: The Maccoby Award Psychology Annual Convention during which the is presented to the author of a book in Description: The Developmental Psy- awards will be presented by the mem- the field of psychology that has had or chology Mentor Award honors indi- bership of Div. 7. promises to have a profound effect on viduals who have contributed to de- Eligibility: No specific restrictions. one or more of the areas represented velopmental psychology through the Deadline: March 15, 2018 by Div. 7, including promoting re- education and training of the next How to Apply: search in the field of developmental generation of research leaders in de-  Nominations should include the psychology; fostering the develop- velopmental psychology. Our interest vita of the person being nominat- ment of researchers through provid- is in recognizing individuals who have ed. ing information about educational had substantial impact on the field of opportunities and recognizing out- developmental psychology by their Please email nominations to: standing contributions to the disci- mentoring of young scholars. We in- Suniya Luthar pline; facilitating exchange of scien- vite developmental psychologists to [email protected] tific information about developmental nominate individuals who have played Department of Psychology psychology through publications such a major mentoring role in their own Arizona State University as the division’s newsletter and careers or in the career of others. through national and international Winners do not need to attend the Urie Bronfenbrenner Award for meetings; and/or promoting high APA Convention to receive awards. Lifetime Contribution to standards for the application of scien- Winners serve as committee chairs for Developmental Psychology in the tific knowledge on human develop- the following year’s award. Service of Science and Society ment to public policy issues. Winners Eligibility: Description: The Bronfenbrenner do not need to attend the APA Con-  Nominees should be individuals award is for an individual whose work vention to receive awards. Winners who have played a major mentor- has, over a lifetime career, contributed serve as committee chairs for the fol- ing role in the careers of young not only to the science of develop- lowing year’s award. scholars. mental psychology, and who has also Eligibility: Deadline: March 15, 2018 worked to the benefit of the applica-  Nominee must be an author, not How to Apply: tion of developmental psychology to an editor of the book. society. The individual's contributions  The book must have been pub- Please email nominations to: may have been made through advoca- lished within the prior two years Alison Gopnik cy, direct service, influencing public and must have had or promises to [email protected] policy or education, or through any have a profound effect on one or Department of Psychology other routes that enable scientific de- more of the areas represented by University of California, Berkeley velopmental psychology to better the Div. 7 of the APA. condition of children and families. Deadline: March 15, 2018 Michael Chandler Award winners will be invited to ad- How to Apply: [email protected] dress the following year’s APA Annual Nominations should include: University of British Columbia Convention during which the awards  The author's name and address. Department of Psychology will be presented by the membership  The name of the book. of Div. 7.  The publication date. Eligibility: No specific restrictions.  The publisher's name and ad- Deadline: March 15, 2018 dress. How to Apply:  A paragraph about the book's  Nominations should include the contribution.

vita of the person being nominat- ed. Nominations and self-nominations will be considered. Please email nominations to:

Suniya Luthar Please email nominations to: [email protected] Michael Tomasello Department of Psychology tomas at eva.mpg.de

PAGE 23 Developmental Psychologist DIVISION 7 NEWSLETTER WINTER 2018

Division 7 Funding Opportunities

DISSERTATION RESEARCH GRANT IN DEVELOPMENTAL PSYCHOLOGY Between one and three $500 grants are awarded each year. The in-progress research must significantly advance content knowledge, methodology and/or theory in developmental psychology. Criteria include the project’s importance, innova- tion, feasibility, funding needs and likely contribution to the field, as well as the applicant’s record. Eligibility: Eligible doctoral students are within one year of successfully defending their dissertation proposal (or the program’s equivalent requirement) at the time of application for the dissertation grant. The dissertation proposal must have been approved by the dissertation/orals committee (or the equivalent, depending on the doctoral program requirements). Applicants must be nominated by their faculty supervisor. Awardees will submit a report at the end of their dissertation, describing the results and how the funds were used. Funds cannot be applied to conference travel. *Winners do not need to attend the APA Convention to receive awards.* Deadline: March 15, 2018 How to Apply: Applicants must be nominated by their faculty supervisor. Applications should include a letter of recommendation from the faculty supervisor, the student’s CV, a one-page budget with justification (e.g., why the funds are needed), and a one-page single-spaced research proposal outlining the research question, the rationale for the study, the methodology, the significance, and the expected contribution to knowledge.

Please email materials to: Christin M. Ogle [email protected] Center for the Study of Traumatic Stress Department of Psychiatry Uniformed Services University of the Health Sciences

EARLY CAREER RESEARCH GRANT IN DEVELOPMENTAL PSYCHOLOGY The Early Career Research Grant supports the research of outstanding early career members of Div. 7 who have not yet received any federal funding for research as a principal investigator or co-investigator (pre-PhD training funds or F31 grants are not counted). One or two of these $1,000 grants will be awarded each year, as possible. Eligibility: Eligible assistant professors (pre-tenure as of Oct. 1, 2017) and postdoctoral scholars (within five years past receipt of the doctoral degree) may apply. The proposed or in-progress research must significantly advance content knowledge, methodology and/or theory in developmental psychology. Criteria include the project's importance, innova- tion, feasibility, funding needs, likely contribution to the field and the applicant's record. Awardees will submit a report at the end of their project and no later than two years after the award, describing the results and how the funds were used. The report should be in a form that facilitates Div. 7's posting it on the website and/or including it in the newslet- ter. Funds cannot be applied to conference travel. *Winners do not need to attend the APA Convention to receive awards.* Deadline: March 15, 2018 How to Apply: Applications will include the applicant's CV; a one-page budget with justification (e.g., why the funds are needed); a three-page single-spaced research proposal outlining the research question, the rationale for the study, the methodology, the significance and the expected contribution to knowledge. In the case of multi-investigator studies, the application should make clear the specific contribution of the applicant. Please email materials to: Christin M. Ogle [email protected] Center for the Study of Traumatic Stress Department of Psychiatry Uniformed Services University of the Health Sciences

PAGE 24 Developmental Psychologist DIVISION 7 NEWSLETTER WINTER 2018

APA Division 7 Young Scholars Fund

APA Division 7 (Developmental) is seeking donations for the Young Scholars Research Fund. The Division 7 Young Scholar's Research Fund supports research projects for graduate students and early career scholars in developmental psychology. Grants of $500 to $1000 will be awarded to a designated number of deserving scholars each year. These awards will include a dissertation research grant and a small grant for early career, untenured faculty members. Dona- tions to the fund are tax-deductible.

To donate, please complete the form below (make checks out to American Psychological Association, Division 7; PLEASE put “for the Young Scholar Fund” somewhere on the check :

Name: ______

Address: ______

______

Donation Amount: ______Check Enclosed or Charge Credit Card (circle)

If using credit card, cardholder name and address (if different from above):

______

______

______

Credit Card Type: Visa Mastercard Amex (circle)

Credit Card Number: ______

Signature: ______

Expiration Date: ______

Please mail to the Treasurer of Division 7: Kristen Alexander Department of Child Development California State University, Sacramento Brighton Hall 213 6000 J Street Sacramento, CA 95819-6139

***Some Division 7 Award winners and executive committee members have opted to donate their convention travel reimbursement funds to the Young Scholars Fund. If you would also like to donate your Division 7 reimbursement funds, and receive documentation of your donation for tax purposes, please notify the Division 7 treasurer. You may then send your travel receipts to the treasurer along with a memo indicating that you would like your reimbursement funds transferred into the Young Scholar Fund. You will receive a donor letter documenting the donation amount.

PAGE 25 Developmental Psychologist DIVISION 7 NEWSLETTER WINTER 2018

Join Us in San Francisco!

Preview of the 2018 Division 7 APA Program August 9-11

Presidential Address Michael E. Lamb, University of Cambridge

“Bringing Developmental Science into the Legal System”

The full Division 7 Program will be available soon at http://www.apa.org/convention/ and in the Division 7 Summer Newsletter!

PAGE 26 Developmental Psychologist DIVISION 7 NEWSLETTER WINTER 2018

Award Addresses at APA 2018

Stay Tuned for Dates and Times! http://www.apa.org/convention/

G. Stanley Hall Award for Distinguished Contribution to Developmental Psychology Stephen J. Ceci

Urie Bronfenbrenner Award for Lifetime Contribution to Developmental Psychology Ross A. Thompson

Boyd McCandless Award David S. Yeager

PAGE 27 Developmental Psychologist DIVISION 7 NEWSLETTER WINTER 2018

Symposia at APA 2018 Moral Development: The Role of Context in Shaping Children's, Adolescent's and Adult's Moral Judgment  Kelly Lynn Mulvey, University of South Carolina, Columbia, Co-Chair  Seçil Gönültas, University of South Carolina, Columbia, Co-Chair and Presenter  Laura Elenbaas, University of Rochester  Luke McGuire, Goldsmiths, University of London  Aline Hitti, University of San Francisco  Deborah Goldfarb, University of California, Davis

Applied Developmental Psychology: Forensic & Clinical Research in the Aftermath of Childhood Trauma  Sue D. Hobbs, California State University, Sacramento, Co-Chair and Presenter  Gail S. Goodman, University of California, Davis, Co-Chair  Deborah Goldfarb, University of California, Davis  Alicia Lieberman, University of California, San Francisco  Hilit Kletter, Stanford University School of Medicine  Jodi A. Quas, University of California, Irvine, Discussant  John E.B. Myers, University of the Pacific, Discussant

Children's Exploration and Early Scientific Thinking  David M. Sobel, Brown University, Chair and Presenter  Elizabeth Bonawitz, Rutgers the State University of New Jersey, Newark  Caren Walker, University of California, San Diego  Alison Gopnik, University of California, Berkeley, Discussant

What Can International Research Teach Us About Child Develop- ment  Mary Gauvain, University of California, Riverside, Co-Chair  Deborah L. Best, Wake Forest University, Co-Chair  Barbara Rogoff,University of California, Riverside  Thomas S. Weisner, University of California, Los Angeles

Session times & the exciting Division 7 program will be available in full on the APA website soon and in the July Division 7 newsletter!

http://www.apa.org/convention/

PAGE 28 Developmental Psychologist DIVISION 7 NEWSLETTER WINTER 2018

Symposia at APA 2018 Young Investigators Symposium  Beth Rachlin, The University of Tennessee at Chattanooga  Brianne R. Coulombe, University of California, Riverside  Joyce Y. Lee, University of Michigan  Cjersti J. Jensen, Bowling Green State University  Amanda Sadri, University of California, Irvine  Suniya Luthar, Arizona State University, Discussant

Narrating School: How Stories Told Shape Students, Teachers, Princi- pals, and Policy  Brady K. Jones, University of St. Francis, Chair and Presenter  Claudia Zapata-Gietl, Northwestern University  Carolyn P. Swen, Northwestern University  Debbie Kim, Tulane University

Collaborative Session Submitted by Division 7 With Divisions 16, 38, and 53 **Cross-cutting themes and sessions that cut across APA Divisions and Content Areas** Psychological Perspectives on Rising Economic Inequality

 Camelia E. Hostinar, University of California, Davis, Chair  Johnna R. Swartz, University of California, Davis, Chair  Ross A. Thompson, University of California, Davis  Frank C. Worrell, University of California, Berkeley  Dawn K. Wilson, University of South Carolina  Martha E. Wadsworth, Pennsylvania State University

This interdisciplinary symposium will address the implications of rising socioeconomic ine- quality for child development. Perspectives from developmental, school, health and clinical psychology will be integrated by leading experts from APA divisions.

PAGE 29 Developmental Psychologist DIVISION 7 NEWSLETTER WINTER 2018

Not a Member of Division 7 Yet?

Join Division 7: Developmental Psychology

Membership in APA Not Required

Division 7 is the official developmental psychology section of the American Psychological Association (APA). It is comprised of psychological scientists and others from a variety of disciplines who study or work on human development.

 *Always free for undergraduate and graduate student affiliates

 Free for members for the first year

 $24 per year for members after the first year

Benefits:

 Receive the Division 7 newsletter, Developmental Psychologist, which is distributed twice a year, and other periodic notices and announcements

 Nominate for, and receive, a variety of awards and fellowships recognizing important work in the area of developmental psychology

 Influence psychological science, grant priorities, and social policy at the national level

 Network with other developmental psychologists and individuals interested in development

 Eligibility for dissertation and early career grants to fund your research

 Serve on important Division 7 committees, including the Executive Committee

 Membership in APA is encouraged but not required. If you join APA or are already a member of it, there are additional advantages and opportunities, but you can now join Division 7 either way!

For all membership enquiries, please contact the Division 7 Membership Chair, Sonja Brubacher at [email protected]

PAGE 30 Developmental Psychologist DIVISION 7 NEWSLETTER WINTER 2018

Executive Committee

President (2-year term): ...... Michael Lamb (Jan 17 – Dec 18) Past President (2-year term): ...... Jacquelynne Eccles (Jan 17 – Dec 18) President-Elect (2-year term): ...... Suniya Luthar (Jan 17 – Dec 18) Secretary (3-year term): ...... Catherine A. Haden (Jan 17 – Dec 19) Treasurer (3-year term): ...... Kristen Alexander (Jan 16 – Dec 18) Members-at-Large (3-year terms): ...... Martha Ann Bell (Jan 18 – Dec 20) ……………………………………….………… ...... Mary Gauvain (Jan 17 – Dec 19) ...... Lori Camparo (Jan 17 – Dec 19) Reps. to APA Council (3-year terms): ...... Sarah Friedman (Jan 16 – Dec 18) ……………………………………………………………………………………………. Simona Ghetti (Jan17 —Dec 19) Newsletter Editor (3-year term): ...... Lindsay Malloy (Jan 16 – Dec 18) Fellows Committee Chair (1-year term): ...... Cynthia Garcia Coll (Jan 18 – Dec 18) Program Committee Chair (1-year term): ...... Matt Stevenson (Jan 18– Dec 18) Program Committee Co-Chair (1-year term): ...... Kate Ellis-Davies (Jan 18– Dec 18) Membership Chair (3-year term): ...... Sonja Brubacher (Jan 16 – Dec 18) Historian (3-year term): ...... Kali Trzesniewski (Jan 17 – Dec 19) Web Master (3-year term): ...... Sue Hobbs (Jan 17 – Dec 19) Early Career Psychologists Network Representative (2-yr): .... Camelia Hostinar (Jan 17– Dec 18) ...... Kelly Lynn Mulvey (Jan 18 – Dec 19) Graduate Student Representative (2-year term):...... Kyndra Cleveland (Jan 17 – Dec 18) Listserv Administrator ...... Adam Winsler

Addresses, telephone numbers, and e-mails are listed on the Division 7 web site: http://www.apadivisions.org/division-7/leadership/executive-committee/index.aspx

NEWSLETTER EDITOR: Lindsay C. Malloy Faculty of Social Science and Humanities University of Ontario Institute of Technology [email protected]

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