Developmental Psychologist DIVISION 7 NEWSLETTER SUMMER 2021

AMERICAN PSYCHOLOGICAL ASSOCIATION DIVISION 7 DEVELOPMENTAL NEWSLETTER SUMMER 2021

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CONTENT

Presidential Column: Catherine A. Haden ············································································· 3-4 Division 7 Facebook Page ·········································································································· 5 Eleanor Maccoby Book Award in : Michael Tomasello ··············· 6 Mary Ainsworth Award for Excellence in Developmental Science: Patrick Davies ············· 7-8 Early Career Research Grant in Developmental Psychology: Patty X. Kuo ························· 9-10 Early Career Research Grant in Developmental Psychology: Laura Elenbaas ·····················11-12 Division 7 - 2022 Award Winners ························································································· 13-15 Division 7 - 2021 Award Winners ······························································································ 16 Award Committees ··················································································································· 17 APA 2021 Conference, Division 7 Program ········································································· 18-20 Upcoming Conferences ············································································································ 21 Become a Division 7 Member ·································································································· 22 Division 7 Election ··················································································································· 23 Executive Committee ··············································································································· 24

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Presidential Column

Catherine A. Haden Loyola University Chicago over the tragic killing of an unarmed Black man, Daunte Wright, during a traffic stop in Minnesota, and the police shooting of 13-year- old Adam Toledo in the Little Village neighbor- hood of Chicago. All this less than a year after Breonna Taylor was shot eight times by officers raiding her apartment, Derek Chauvin killed George Floyd, and the following protests at- tended by millions in support of Black lives. As the semester drew to a close, finally there was some positive news – that we were at least rounding a corner regarding the coronavirus. With cases, hospitalizations, and deaths contin-

Photo Credit: Paige Haden uing to drop, and vaccines becoming more available, we were at the start of a good path, Dear Members of Division 7, one that I now just hope we can stay on. Would that there could be a vaccine against the ills of This past Spring semester, I taught – via racial disparities, intolerance, and injustice. Zoom – a Developmental Psychology laboratory This was the real-world context for a class course for seniors preparing to graduate from in which we were focused on questions on the Loyola University Chicago. As for so many, the minds of many families and educators amid past year-plus was difficult and draining for school closures and stay-at-home orders: What these students. They had faced countless uncer- and how do children learn outside of school? As tainties related to the COVID-19 pandemic, in- our national educational operation focused on cluding worry and fear about family members these questions, my students' content analyses and friends, and their own susceptibility to the of children's television programs, commercials, virus. Over the semester, the daily news deliv- and online educational apps took on additional ered more reasons for concern for these stu- meaning, with so many children spending so dents. My message to them expressing solidari- much time on screens. Likewise, my own re- ty with the Asian American and Pacific Islander search activities and those of many others community in the face of the violence against turned to whether and how tools, resources, Asian Americans in Atlanta (where I called and activities might help families support their home in my graduate school years), was quickly children's learning at home (a video summary followed by communications expressing grief of our work is available here). To be sure, the

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Presidential Column

educational and learning impacts are only a por- APA's strategic initiative to build deeper connec- tion of the outcomes of the pandemic members tions between Divisions and the central organi- of Division 7 will be documenting, assessing, and zation. I think these collaborations have great intervening to address, and we need to ensure promise for Division 7, amplifying the impact we that this work focuses especially on those most can have promoting research in the field of de- affected due to systemic inequalities (e.g., racial/ velopmental psychology and its application.

ethnic minorities, low economic status commu- I was very sorry to delete "in San Diego" in nities, individuals with disabilities). APA will my meeting reminder for APA convention, Au- continue to offer helpful information and re- gust 12-14, 2021. The Division 7 program for the sources, including free articles from APA Jour- virtual convention includes 4 symposia, and 42 nals, information and resources, and outreach. posters; we are also part of 2 collaborative ses- The efforts of our membership and APA are cru- sions with other Divisions. Please see pages 18- cial to moving us forward on a good path. 20 of this Newsletter for details about these con- I want to also take the opportunity to again vention events, and register to attend. I look for- highlight Division 7's positive involvement in a ward to seeing our members in person in Minne- Committee on Division/APA Relations apolis for APA 2022. We have big plans for cele- (CODAPAR)-funded initiative to prevent vio- brating our award winners - across several years! lence against children. Recently, a Congressional - at the 2022 convention. For now, I hope you briefing was convened on the need to pass The will enjoy the news about our award winners in Protecting Our Students in Schools Act that will this Newsletter. Congratulations to all our award ban corporal punishment from public schools winners, and thanks to those who served on the and promote positive discipline strategies. APA selection committees! was one of the co-sponsors of the briefing, and Finally, I want to congratulate the new several academic and medical experts, including members of Division 7 leadership who will begin Division 7 Fellow Elizabeth Gershoff, spoke their terms in January 2022. These new leaders about the research on corporal punishment. are listed here in the Newsletter (see p. 23). I We'll keep our members updated on progress hope that members will continue to reach out to with this important work through our listserv me with their ideas and input on activities for and Facebook page. Division 7.

Additionally, I want to point out that the effort to ban corporal punishment is an example Wishing you a restorative and safe summer. of a strong collaboration across 9 different Divi- sions and APA. This month, I'll be attending a Sincerely, meeting to discuss other opportunities for Divi- Catherine A. Haden sions to collaborate together. This is part of President, Division 7

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Has your research appeared in the popular media recently? Please 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 De- velopmentalists 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 media (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, Division 7 Webmaster, [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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Eleanor Maccoby Book Award in Developmental Psychology Michael Tomasello James F. Bonk Distinguished Professor, Duke University Becoming Human: A Theory of Ontogeny make possible - transform great ape cognition and sociality into human cognition and sociality. The first step in this process occurs at around nine months of age with the emergence of new ca- pacities for joint intentionality, exercised mostly with caregiving adults. These capacities enable young children both to share experience with oth- ers and, at the same time, to discern their unique perspectives on the shared situation and even to influence it via processes of cooperative communi- cation (e.g., the pointing gesture and then conven- tional linguistic symbols). The second step occurs at around three years of age with the emergence of Virtually all theories of how humans have be- new capacities for collective intentionality, exer- come such a distinctive species focus on evolution. cised both with adults, as authoritative pedagogues In his 2019 book Becoming Human, Michael To- conveying generalized cultural knowledge, and masello proposes a complementary theory of hu- with peers, as challenging co-equal partners for col- man uniqueness, focused on ontogenetic processes. laboration and communication. These capacities His data-driven model explains how those things enable young children to participate meaningfully that make us most human are constructed during in group activities and to appreciate group-level the first years of a child’s life. social constructions such as cultural conventions, In this book, Tomasello assembles nearly three norms, and institutions. An important part of the decades of experimental work with chimpanzees, process at each of these two steps is children’s exec- bonobos, and human children to propose a new utive self-regulation, culminating in their ability at framework for psychological development between 6 or 7 years of age to interact with others as nascent birth and seven years of age. He focuses on eight “persons” capable of, indeed responsible for, nor- developmental pathways that most clearly differen- matively self-regulating their own beliefs and ac- tiate human from great ape psychology: social cog- tions so that they comport with the culture’s nition, communication, cultural learning, coopera- norms. tive thinking, collaboration, prosociality, social Built on the essential ideas of Lev Vygotsky, norms, and moral identity. In each case, the start- Becoming Human places human sociocultural activ- ing point is the ontogeny of great apes. From there, ity within the framework of modern evolutionary Tomasello proposes that the maturation of capaci- theory, and shows how biology creates the condi- ties for shared intentionality - and the new kinds of tions under which culture does its work. social-interactive experiences that these capacities

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Mary Ainsworth Award for Excellence in Developmental Science Patrick Davies Professor of Psychology, University of Rochester Advances in Understanding Children’s Coping and Adjustment in High Conflict Homes on attachment theory, EST posits that threats to emotional security are reflected in three forms of

responses to interparental conflict: (1) emotional reactivity, or prolonged, intense distress reac-

tions; (2) avoidance or involvement in parental problems, and (3) negative internal representa- tions or appraisals of the negative implications interparental conflict have for their -well being. The new theory, however, demands new methods

to test it. Influenced again by Mary Ainsworth’s successes in carefully assessing behavior, our lab developed a new survey (Davies et al., 2002), At the outset, I would like to thank Dante semi-structured interview (Davies et al., 2012), Cicchetti, Judi Smetana, and Melissa Sturge-Apple projective (Bascoe et al., 2009), and observational for nominating me for the Mary Ainsworth Award (Davies et al., 2016a) methods of assessing emo- for Excellence in Developmental Science. I am tional insecurity. thrilled and honored to receive this award. As a Over the next two decades, results from testament to her long legacy, Mary Ainsworth has studies using the new measures supported that heavily influenced my work. Starting back in my premise children’s insecurity mediated pathways graduate school days, Mark Cummings and I were among interparental conflict and children’s social, interested in understanding why interparental emotional, and behavioral problems (Davies & conflict posed a unique risk to children’s psycho- Cummings, 1998; Davies et al., 2002; Davies et logical adjustment. We eventually formulated the al., 2012; Davies et al., 2016b). However, the work emotional security theory (EST), using attach- also showed that emotional insecurity was not a ment theory as a base for identifying emotion salient risk mechanism for all children from high- processes that underpin children’s vulnerability conflict homes. Thus, we aimed to identify the to interparental conflict (Davies & Cummings, factors that interrupted or amplified the role of 1994). emotional insecurity as a mediating mechanism. A primary assumption of EST is that witness- This work has revealed that there are a number of ing interparental conflict undermines children’s factors that moderate the role of emotional secu- goal of preserving emotional security. In building rity as a mediator, including early developmental

PAGE 7 Developmental Psychologist DIVISION 7 NEWSLETTER SUMMER 2021 experiences, polygenic susceptibility, neurobio- Developmental Psychology, 45, 1740-1751. Davies, P. T., Cicchetti, D., Thompson, M. J., Bascoe, S. logical functioning, attention biases to emotion M., & Cummings, E. M. (2020a). The interplay of cues, and family and sibling relationship attrib- polygenic plasticity and adrenocortical activity as utes (Davies et al., 2020a; Davies et al., 2019; Da- sources of variability in pathways among family ad- versity, youth emotional reactivity, and psychologi- vies et al., 2020b). cal problems. Development and Psychopathology, 32, However, EST has some limitations in its 587-603. Davies, P. T., & Cummings, E. M. (1994). Marital con- lack of depth and precision in characterizing in- flict and child adjustment: An emotional security dividual differences in the nature, precursors, and hypothesis. Psychological Bulletin, 116, 387-411. Davies, P. T., & Cummings, E. M. (1998). Exploring chil- sequelae of children’s emotional insecurity. It al- dren's emotional security as a mediator of the link so provides an insufficient account of how and between marital relations and child adjustment. why emotional security is distinct from attach- Child Development, 69, 124-139. Davies, P. T., & Martin, M. J. (2013). The reformulation ment security. Inspired in part by John Bowlby of emotional security theory: The role of children’s and Mary Ainsworth’s emphasis on behavioral social defense in developmental psychopathology. Development and Psychopathology, 25, 1435- 1454. systems in evolution and ethology, we developed Davies, P. T., & Martin, M. J. (2014). Children’s coping a reformulation of EST (EST-R; Davies & Martin, and adjustment in high conflict homes: The refor- mulation of emotional security theory. Child Devel- 2013; 2014). A primary assumption is the behav- opment Perspectives, 8, 242-249. ioral system organizing children’s emotional inse- Davies, P. T., Harold, G. T., Goeke-Morey, M., Cum- curity in the interparental relationship is different mings, E. M, & Shelton, K. (2002). Children’s emo- tional security and interparental conflict. Mono- from the system organizing attachment insecuri- graphs of the Society for Research in Child Develop- ty. The system (i.e., social defense system) can be ment, 67, 1-129. Davies, P. T., Hentges, R. F., Coe, J. L., Martin, M. J., distinguished by its goal (i.e., defusing threat in Sturge-Apple, M. L., & Cummings, E. M. (2016b). social groups) and the behaviors that children The multiple faces of interparental conflict: Implica- tions for cascades of children’s insecurity and exter- enlist to achieve the goal. EST-R is specifically nalizing problems. Journal of Abnormal Psychology, designed to provide a: (a) clearer understanding 125, 664-678. of the inner workings of emotional security as a Davies, P. T., Parry, L. Q., Bascoe, S. M., Martin, M. J., & Cummings, E. M. (2019). Children’s vulnerability to goal system, and (b) a more precise delineation of interparental conflict: The protective role of sibling the early antecedents and developmental conse- relationship quality. Child Development, 90, 2118- 2134. quences of individual differences in children’s Davies, P. T., Martin, M. J., & Cicchetti, D. (2012). De- patterns of emotional insecurity. At a broader lineating the sequelae of destructive and construc- tive interparental conflict for children within an evo- level, we are hopeful that EST-R will spur new lutionary framework. Developmental Psychology, 48, ways of understanding the conflict in other social 939-955. relationships (e.g., parent-child, peer, and sib- Davies, P. T., Martin, M. J., Sturge-Apple M. L., Ripple, M. T., & Cicchetti, D. (2016a). Delineating the seque- ling) and the implementation of treatment pro- lae of children’s coping with interparental conflict: grams to optimize child health and well-being. Testing the reformulated emotional security theory. Developmental Psychology, 52, 1646-1665. References Davies, P. T., Thompson, M. J., Hentges, R. F., Coe, J. L., Bascoe, S. M., Davies, P. T., Sturge-Apple, M. L., & & Sturge-Apple, M. L. (2020b). Children’s attention- Cummings, E. M. (2009). Children’s insecure repre- al biases to emotions as sources of variability in their sentations of the interparental relationship and their vulnerability to interparental conflict. Developmental psychological maladjustment: Children’s peer infor- Psychology, 56, 1343-1359. mation processing as an explanatory mechanism.

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Early Career Research Grant in Developmental Psychology Patty X. Kuo Assistant Professor University of Nebraska, Lincoln

Infant Attachment Configurations with Mothers and Fathers: More than Meets the Eye

insecure attachment to mother and father, re-

sulting in four possible configurations (secure both, insecure both, secure to only mother, se-

cure to only father).

I analyzed attachment configurations in re- lation to infant cortisol reactivity (Kuo et al., 2019) and found some surprising results. Specifi- cally, having a secure attachment to father and a

simultaneous insecure attachment to mother was related to cortisol reactivity indicative of chronic stress that was not seen in the other at- tachment configurations.

Why would a secure attachment to father in Attachment security has long been studied the absence of a secure attachment to mother be as a critical predictor of child adjustment and stressful? Because increased parental sensitivity development. Most research supporting these predicts infant’s secure attachment with both findings has been conducted only on mothers, mothers and fathers (De Wolff & van Ijzendoorn, despite steady increases in fathers’ involvement 1997; Lucassen et al., 2011), it is likely that moth- in parenting across recent decades (McKelley & ers were insensitive and fathers were sensitive in Rochlen, 2016). Even when fathers are included this configuration. But what could be stressful in attachment research, infant–father relation- about having a sensitive father? We looked to ships are often analyzed independently from in- sample characteristics: mothers were primary fant–mother relationships (Bretherton, 2010), caregivers and fathers were secondary caregivers, which ignores the ecological structure of fami- showing that mothers were far more available lies and the interdependent nature of family re- (i.e., accessible) to the infant than fathers were. lationships. Modern attachment theorists have Infants use primary caregivers as sources of safety proposed a network configuration model to ex- and reassurance regardless of attachment security plain attachment security (Dagan & Sagi- status whereas infants look to secondary caregiv- Schwartz, 2018). In the model, a configuration is ers as supporters of exploration and learning defined as groupings based on having secure or (Umemura et al., 2013). This sensitivity/availability

PAGE 9 Developmental Psychologist DIVISION 7 NEWSLETTER SUMMER 2021 paradox may underlie our surprising results from References the secure-to-father and insecure-to-mother Bretherton, I. (2010). Fathers in attachment theory and research: A review. Early Child Development and group. Care, 180(1-2), 9-23. https:// The Early Career Grant in Developmental doi.org/10.1080/03004430903414661 Psychology allowed me to explore some of these De Wolff, M. S., & van Ijzendoorn, M. H. (1997). Sensi- tivity and Attachment: A Meta-Analysis on Parental issues regarding the sensitivity and availability Antecedents of Infant Attachment. Child Develop- paradox in the secure attachment to father with a ment, 68(4), 571-591. https://doi.org/10.1111/j.1467- 8624.1997.tb04218.x simultaneous insecure attachment to mother Kuo, P. X., Saini, E. K., Tengelitsch, E., & Volling, B. L. group. In our study, parents of infants wore Go- (2019). Is one secure attachment enough? Infant Pro cameras while both parents were at home cortisol reactivity and the security of infant- and the infant was awake. Parents also completed mother and infant-father attachments at the end of the first year. Attachment & Human Develop- questions about whether infant care was shared ment, 21(5), 426-444. https:// equally or if one person was more responsible doi.org/10.1080/14616734.2019.1582595 than the other. When infants reached 12 months Lucassen, N., Tharner, A., Van Ijzendoorn, M. H., Bakermans-Kranenburg, M. J., Volling, B. L., Ver- of age, each parent was invited to the lab to par- hulst, F. C., Lambregtse-Van den Berg, M. P., & ticipate in the Strange Situation with their infant Tiemeier, H. (2011). The association between pa- ternal sensitivity and infant–father attachment to assess attachment security. One month later, security: A meta-analysis of three decades of re- the other parent attended with their infant. Con- search. Journal of Family Psychology, 25(6), 986- ducting the Strange Situation during the pan- 992. https://doi.org/10.1037/a0025855 demic was additionally strange – parents wore McKelley, R. A., & Rochlen, A. B. (2016). Furthering fathering: What we know and what we need to masks and the stranger wore gloves, a mask, and know. In APA handbook of men and masculinities. a face shield! However, infants did not seem to (pp. 525-549). American Psychological Association. mind the extra PPE on the experimenter or the Umemura, T., Jacobvitz, D., Messina, S., & Hazen, N. (2013). Do toddlers prefer the primary caregiver or parent. We plan to code the observational data in the parent with whom they feel more secure? The the upcoming year – stay tuned for the results! role of toddler emotion. Infant Behavior and Devel- opment, 36(1), 102-114. https://doi.org/10.1016/ j.infbeh.2012.10.003

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Early Career Research Grant in Developmental Psychology Laura Elenbaas Assistant Professor of Psychology University of Rochester

Parents’ Contributions to Children’s Beliefs about Social Class and Economic Inequality

To address economic inequalities, it is cru- cial to understand not only their impact on child wellbeing but also the beliefs that motivate chil- dren and adults to ignore, exacerbate, or chal- lenge the status quo (Elenbaas et al., 2020). So far we know that children’s beliefs about social class, particularly stigmatizing stereotypes about the poor, emerge early in development (Mistry et al., 2021). What we do not yet know is where these beliefs come from. Many macro (e.g., socie- tal, media) and micro (e.g., peer, family) contexts likely shape children’s thinking in this area (Elenbaas & Mistry, 2021). This pilot study focus- es on parents’ contributions, and asks two prima- munity issues (Diemer et al., 2021; Flanagan, ry research questions: (1) How do parents’ verbal 2013), but has not typically asked how children and nonverbal messages about social class influ- reason about society. This pilot study begins to ence children’s developing beliefs about social bridge theoretical and developmental gaps by in- class and economic inequality? (2) How do these vestigating the content, forms, and impact of par- social and cognitive processes differ across socio- ents’ contributions to children’s beliefs about so- economically diverse families? cial class and economic inequality. It focuses on

Developmental theories of stereotypes and parents and children ages 5 to 10 years, targeting an important developmental period when views prejudice have long recognized that children in- terpret environmental messages about social on social class first emerge. groups (Bigler & Liben, 2007; Rutland et al., Family socialization research has typically 2010), but research in this area has often favored employed parent self-report methods, but recent investigation of experimental influences over nat- studies suggest that parents’ nonverbal cues (e.g., urally occurring messages (e.g., from parents). positivity, negativity) during in-the-moment con- Likewise, research in the areas of civic engage- versations with their children may speak volumes ment and critical consciousness shows that fami- about their beliefs about social groups (Brey & lies facilitate adolescents’ involvement with com- Pauker, 2019; Skinner & Perry, 2020). This pilot

PAGE 11 Developmental Psychologist DIVISION 7 NEWSLETTER SUMMER 2021 study uses a multi-method approach to investi- https://doi.org/10.1111/j.1467-8721.2007.00496.x gate parents’ verbal and nonverbal messages Brey, E., & Pauker, K. (2019). Teachers’ nonverbal be- about rich, poor, and middle class people during haviors influence children’s stereotypic beliefs. Journal of Experimental Child Psychology, 188, a storytelling activity. These novel research meth- 104671. https://doi.org/10.1016/j.jecp.2019.104671 ods provide insight into the subtle and spontane- Diemer, M. A., Pinedo, A., Bañales, J., Mathews, C. J., ous ways in which parents convey biases to their Frisby, M. B., Harris, E. M., & McAlister, S. (2021). children during everyday interactions. Recentering action in critical consciousness. Child Development Perspectives, 15(1), 12–17. https:// Thus far, conceptual progress on under- doi.org/10.1111/cdep.12393 standing how family background influences de- Elenbaas, L., & Mistry, R. S. (2021). Distributive justice veloping views on social class has been limited in society and among peers: 8- to 14 year-olds’ views on economic stratification inform their deci- due to persistent sampling imbalances in devel- sions about access to opportunities. Developmen- opmental social cognition research. This pilot tal Psychology. https://doi.org/10.1037/ dev0001188 study highlights perspectives that are often un- derrepresented by investigating whether and how Elenbaas, L., Rizzo, M. T., & Killen, M. (2020). A de- velopmental science perspective on social inequal- parents’ messages and children’s beliefs about so- ity. Current Directions in Psychological Science, 29 cial class and economic inequality differ by family (6), 610–616. https:// doi.org/10.1177/0963721420964147 socioeconomic background. Moreover, consistent with the goals of the Early Career Research Grant Flanagan, C. A. (2013). Teenage citizens: The political theories of the young. Press. in Developmental Psychology, this study provides Mistry, R. S., Elenbaas, L., Griffin, K. M., Nenadal, L., crucial pilot data for a large longitudinal project, & Yassine, A. (2021). Advancing developmental currently under review, addressing parents’ and intergroup perspectives on social class. Child De- velopment Perspectives. children’s views on inequalities at the intersec- tion of social class and race. Rutland, A., Killen, M., & Abrams, D. (2010). A new social-cognitive developmental perspective on Understanding children’s thinking about prejudice: The interplay between morality and group identity. Perspectives on Psychological Sci- economic inequalities is a new and growing area ence, 5(3), 279–291. https:// of research in our field. With clear evidence of doi.org/10.1177/1745691610369468 parents’ contributions in this area, we will be bet- Skinner, A. L., & Perry, S. (2020). Are attitudes conta- ter positioned to encourage greater consideration gious? Exposure to biased nonverbal signals can create novel social attitudes. Personality and Social of equity early in development. Psychology Bulletin, 46(4), 514–524. https:// References doi.org/10.1177/0146167219862616 Bigler, R. S., & Liben, L. S. (2007). Developmental in- tergroup theory: Explaining and reducing chil- dren’s social stereotyping and prejudice. Current Directions in Psychological Science, 16(3), 162–166.

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Announcing 2022 Award Winners

G. Stanley Hall Award for Distinguished Contribution to Developmental Psychology:

Robert Siegler, Columbia University

Urie Bronfenbrenner Award for Lifetime

Contribution to Developmental Psychology in the Service of Science and Society: Vonnie McLoyd, University of , Ann Arbor

Mary Ainsworth Award for Excellence in Developmental Science: Stephanie M. Carlson, University of Minnesota - Twin Cities

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Announcing 2022 Award Winners

Mavis Hetherington Award for Excellence in

Applied Developmental Science: Elizabeth Cauffman, University of California, Irvine

Mentor Award in Developmental Psychology: Ann Masten, University of Minnesota

Dissertation Award in Developmental Psychology: Kristie L. Poole, University of Waterloo

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Announcing 2022 Award Winners

Boyd McCandless Award

Natalie Brito, Camelia Hostinar, New York University University of California, Davis

Eleanor Maccoby Book Award in Developmental Psychology: Developmental Cascades: Building the Infant Mind

Lisa M. Oakes, David H. Rakison, University of California, Davis Carnegie Mellon University

PAGE 15 Developmental Psychologist DIVISION 7 NEWSLETTER SUMMER 2021

Announcing 2021 Award Winners

Dissertation Research Grant in Developmental Psychology: Shira Segal, Ryerson University

Early Career Outstanding Paper Award: Yang Hou, University of Kentucky

Early Career Research Grant in Developmental Psychology: Ashley Ruba, University of Wisconsin - Madison

PAGE 16 Developmental Psychologist DIVISION 7 NEWSLETTER SUMMER 2021

2021 Award Committees

G. Stanley Hall Award Committee Jennifer Silvers, Co-chair Mary Gauvain, Chair Elizabeth Gunderson, Co-chair Deborah Lowe Vandell Eva Telzer; Haley Vlach Catherine Haden Catherine Haden Charles Brainerd Eleanor Maccoby Book Award Committee Urie Bronfenbrenner Award Committee Michael Tomasello, Chair Mary Gauvain, Chair Shauna Cooper Catherine Haden Elizabeth Bonawitz Deborah Lowe Vandell Mentor Award Committee E. Mark Cummings Elizabeth Spelke, Chair Mary Ainsworth Award Committee Catherine Haden Catherine Haden, Chair Yoko Munakata; Kristin Shutts Deborah Lowe Vandell Dissertation Research Grant Committee Mary Gauvain Mary Gauvain, Chair Patrick Davies Martha Ann Bell Mavis Hetherington Award Committee Sarah Friedman Catherine Haden, Chair Camelia Hostinar Deborah Lowe Vandell Early Career Paper Award Committee Mary Gauvain Deborah Lowe Vandell, Chair Dissertation Award Committee Camelia Hostinar; Cecelia Cheung; Deborah Lowe Vandell, Chair Laura Elenbaas; Ashley Groh; Camelia Hostinar; Yang Hou; Jessica Lougheed; Lee Raby Ashley Ruba; Cecelia Cheung; Early Career Research Grant Committee Laura Elenbaas; Ashley Groh; Mary Gauvain, Chair Jessica Lougheed; Mark Wade Michael Cunningham Boyd McCandless Award Committee Elena Grigorenko; David Moore

Thank you to all who served on Division 7 Award Committees this year!

PAGE 17 Developmental Psychologist DIVISION 7 NEWSLETTER SUMMER 2021

Developmental Psychology Division 7 Program

Division 7 Symposia

Risk and Protective Roles of Parenting in Predicting Adolescent Aggression and Delinquency Session ID: 401 40 minutes Co-Listed with Divisions 37, 41, PsiChi  Delinquent Peers as a Mediator Between Parental Factors and Delinquency: Do Moral Beliefs Matter?  Discrepancies in Reports of Mother-Child Relationships as Predictors of Delinquency  Parenting Factors Affecting the Intergenerational Continuity of Aggression

You Wouldn't Understand! Addressing Adolescent Stressors and Connecting Generations Session ID: 402 60 minutes Co-Listed with Divisions 12, 53, PsiChi  Mental Health Stress Among Generation Z Adolescents  Hey Mom, Can We Talk?: Generational Gap Impacts on Adult-To-Adolescent Conversations About Stress  Can You Hear Me Now? Collaboration With a Teen Advisory Research Team: A CBPR Approach in Psy- chology

Pandemic Parenting, Homeschooling of Young Children, and Parental Burnout and Resilience Session ID: 403 60 minutes Co-Listed with Divisions 33, 37, 53, PsiChi  A Variable-Centered Approach to Studying Parental Burnout and Motivation During COVID-19  A Person-Centered Approach to Studying Parent Motivation and Burnout During COVID-19  Parental Resilience and Coping During COVID-19

How Does Context Foster or Hinder Development? Implications for School Readiness and Later Skills Session ID: 405 60 minutes Co-Listed with Divisions 1, 27, 37, PsiChi  Variations in Kindergarten Teachers' Cognitively Activating Behaviors in Math-Related Activities  Children’s Parent-Rated Self-Regulation, Parental Homework Monitoring, Children's EF Performance  The Role of School Readiness and the Early Learning Environments for Later Academic Achievement  Variations in Home Environment Quality During the First Five Years and Children’s Achievement

PAGE 18 Developmental Psychologist DIVISION 7 NEWSLETTER SUMMER 2021

Developmental Psychology Division 7 Program

Collaborative Symposia

Restless Pillows and Ruffled Minds: Sleep as a Transdiagnostic Predictor of Youth Functioning Session ID: 38 Collaborative Divisions: 33, 7, 53, 54

 Novel Methodology to Examine Causal Effects of Improved Sleep in Habitually Short-Sleeping Youth  Associations between Adolescents’ Sleep and Adjustment: Respiratory Sinus Arrhythmia as a Moderator  Electrodermal Activity Moderates Sleep-Behavior Problem Associations in Children with ASD  Child Sleep Linked to Family Functioning and Child Adaptive Behavior in Children with Down Syndrome

Preventing Physical Punishment of Children in Light of APA's Policy Against Physical Discipline Session ID: 45 Collaborative Divisions: 37, 7, 53, 54

 Development of a Toolkit about Parental Physical Punishment to Foster Community Awareness  ACT Raising Safe Kids: APA’s Own Parenting and Violence Prevention Program  Coordinating Efforts: The National Initiative to End Corporal Punishment  No Hit Zones as a Public Health Approach to Preventing Violence Against Children

Division 7 Posters Enjoy over 40 posters covering diverse topics in Developmental Psychology Session ID: 327 Co-Listed with Divisions 37, PsiChi

PAGE 19 Developmental Psychologist DIVISION 7 NEWSLETTER SUMMER 2021

Developmental Psychology Division 7 Program

Reduced registration costs.

 APA member, APA fellow, APA associate, APA community college teacher affiliate, APA interna- tional affiliate: $120 (originally $315)  APA student affiliate, APAGS member, APA high school teacher affiliate: $35 (originally $100)  Nonmember Full-time student: $75 (originally $195)  Nonmember of APA: $190 (originally $495) Note: All program participants will need to register for APA 2021 Virtual.

Registration includes:

 Keynote speakers addressing societies most critical issues  Collaborative, late-breaking scientific content  Live Q&A and networking sessions  More than 1,000 on-demand presentations  Connections and community

Register Now at https://convention.apa.org/ Virtual Sessions will be available on demand beginning August 12.

PAGE 20 Developmental Psychologist DIVISION 7 NEWSLETTER SUMMER 2021

Upcoming Conferences & Updates

American Psychological Society for Research on June 19-23, 2022 Association Annual Convention Adolescence Island of Rhodes, Greece Aug 12-14, 2021 March 3-5, 2022 https://www.issbd2022.org/ Virtual New Orleans, LA https://convention.apa.org/ https://www.biennialmeeting.s-r- a.org/ Society for the Study of European Early Childhood Emerging Adulthood: Biennial Education Research Association European Association for Re- Conference Annual Conference search on Adolescence (EARA) Nov 4-6, 2021 Sep 7-10, 2021 18th Biennial Conference Virtual Faculty of Teacher Education, Last week of August 2022, http://www.ssea.org/ University of Zagreb, Dublin or Virtual TBD Zagreb, Croatia https://www.earaonline.org/ The Cognitive Development http://www.eecera.org/ conferences/dublin-2022/ Society’s Biennial Meeting conferences/ Apr 21-23, 2022 Madison, WI, USA The Flux Congress Save https://cogdevsoc.org/ Sep 17-21, 2021 Virtual Society for Research in Child https://fluxsociety.org/2021-virtual- Development congress/ the March 23-25, 2023 Salt Lake City, Utah, USA Penn State’s 29th Annual https://www.srcd.org/event/srcd- National Symposium on Family 2023-biennial-meeting Issues date! Oct 25-26, 2021 Society for Research in Child State College, PA or virtual TBD Development –Special Topic http://www.pop.psu.edu/national- 17th European Congress of Meeting—Learning through Play symposium-family-issues Psychology and Imagination: Expanding Per- 2020 meeting is postponed to July spectives The 46th Annual Boston 2022. April 1-2, 2022 University Conference on Jul 5-8, 2022 St. Louis, Missouri, USA Language Development Ljubljana, Slovenia https://www.srcd.org/event/ Nov 4-7, 2021 https://www.ecp2022.eu/index.php learning-through-play-and- Virtual imagination https://www.bu.edu/bucld/ Meeting of the European Society for Cognitive Psychology Society for Research in Child Annual Conference of the (22nd ESCoP) Development –Special Topic Association for Moral Education Aug 29-Sep 1 2022 Meeting—Construction of the Nov 3-7-, 2021 Lille, France ‘Other’: Development, Conse- Virtual https://escop2022.org/ quences, and Applied Implica- https://www.amenetwork.org/2021 tions of Racism, Prejudice, and Discrimination Budapest CEU Conference on 26th Biennial Meeting of the May 2-4, 2022 Cognitive Development International Society for the Rio Grande, Puerto Rico, USA Jan 6-8- & 10-14 2022 Study of Behavioural https://www.srcd.org/event/ Hybrid Development construction-other-development- Budapest, Hungary 2020 meeting is postponed to consequences-and-applied- http://www.bcccd.org/ 2022. implications-prejudice-and

PAGE 21 Developmental Psychologist DIVISION 7 NEWSLETTER SUMMER 2021

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.

• $6 for undergraduate and graduate student affiliates.

• $12 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!

• Join Now!

PAGE 22 Developmental Psychologist DIVISION 7 NEWSLETTER SUMMER 2021

Division 7 Election

Roberta M. Golinkoff, PhD was elected President for 2023. Dr. Golinkoffwill begin her service as President-Elect in January 2022, and will begin her term as President in January 2023.

Sandra H. Graham, PhD was elected Council Representative 2023. Dr. Graham will begin her service in January 2022.

PAGE 23 Developmental Psychologist DIVISION 7 NEWSLETTER SUMMER 2021

Executive Committee

President (1-year term): ...... Catherine A. Haden (2021) Past President (1-year term): ...... Deborah Lowe Vandell (2021) President-Elect (1-year term): ...... Mary Gauvain (2021) Secretary (3-year term): ...... Amanda Sheffield Morris (2020-2022) Treasurer (3-year term): ...... Yoojin Chae (2020 – 2022) Members-at-Large (3-year term): ...... Elena Grigorenko (2021 – 2023) ...... E. Mark Cummings (2020 – 2022) ...... David S. Moore (2020 – 2022) Representatives to APA Council (3-year term): ..... Sarah Friedman (2019 - 2021) ...... Michael E. Lamb (2020 – 2022) Newsletter Editor (3-year term): ...... Zehra Gülseven (2020 – 2023) Fellows Committee Chair (2-year term): ...... Toni Antonucci (2020 – 2022) Fellows Committee (2-year term): ...... Abigail Gewirtz (2020 – 2022) ...... Barbara Rogoff (2019 – 2021) ...... Sandra Calvert (2019 – 2021) Program Committee Chair (1-year term): ...... Jonathan Tirrell (2021) Program Committee Co-chair (1-year term): ...... Elise Dykhuis (2021) Membership Chair (3-year term): ...... Kelly Lynn Mulvey (2021-2023) Web Master (3-year term): ...... Sue Hobbs (2020 – 2022) Historian (3-year term): ...... TBA (2021 – 2023) Early Career Member Representative (2-year term): Viridinia Benitez (2020 – 2021) Graduate Student Representative (2-year term): ... Renee Benoit (2020 – 2021) Listserv Administrator: ...... Adam Winsler

Addresses and e-mails are listed on the Division 7 website.

NEWSLETTER EDITOR: Zehra Gülseven University of California, Irvine [email protected]

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