Merrill-Palmer Quarterly

Volume 47 No. 1

Abstracts

Sternberg, R. J., Grigorenko, E. L., & Bundy, D. A. (2001). The predictive value of IQ. Merrill-Palmer Quarterly, 47, 1-41.

Abstract:

This article reviews findings on the predictive validity of psychometric tests of intelligence. The article is divided into five major parts. In the first part, the issues with which the article deals are introduced. In the second part, we discuss what psychologists can learn about the predictive validity of intelligence tests from results obtained in the established market economies. Intelligence quotient (IQ) is considered in relation to educational achievement, employment prospects and wealth generation, career outcomes, and well-being. In the third part, the intelligence tests (primarily for infants and children) that yield the IQ scores are discussed. In the fourth part, constraints are presented on the interpretations of findings, including cross-cultural issues. We conclude that conventional tests of intelligence can be useful but only if they are interpreted very carefully, taking into account the factors that can affect them, and in conjunction with other measures.

Espy, K. A., Molfese, V. J., & DiLalla, L. F. (2001). Effects of environmental measures on intelligence in young children: Growth curve modeling of longitudinal data. Merrill-Palmer Quarterly, 47, 42-73.

Abstract:

Effects of different environmental measures on individual intellectual growth patterns were examined in 105 young children participating in a longitudinal study. Intelligence (Stanford-Binet, 4th edition) was measured at ages 3 through 6 years, and child's environment (HOME and SES) was assessed at age 3 years. Growth curve analyses revealed that HOME scores exerted a constant influence on the expected composite, verbal, and nonverbal intellectual skills at each age. Only SES influenced the rate of growth, specifically nonverbal intellectual skills. The magnitudes of these effects were moderate, but consistent, regardless of whether age-standardized or subscale raw scores were analyzed. These findings confirm that HOME and SES scores are more than just different types of measures of the child's environment.

Venet, M., & Markovitz, H. (2001). Understanding uncertainty with abstract conditional premises. Merrill-Palmer Quarterly, 47, 74-99.

Abstract:

Two studies examined abstract conditional reasoning. First, participants at three grade levels (grade 8, college, university) were informed that a problem corresponding to Affirmation of the consequent (P implies Q, Q is true) had no certain response and were asked to justify this conclusion, for both concrete and abstract premises. Results showed an increase in use of formal justifications with grade. The second study looked at the effects of embedding abstract premises into realistic or fantasy contexts with participants at grades 8 and 11. Results show that abstract reasoning is facilitated by realistic context. These results support the idea that such reasoning may represent a qualitative change in reasoning abilities and that its development relies on appropriate access to empirical knowledge despite the abstract nature of premises.

Masur, E. F., & Turner, M. (2001). Stability and consistency in mothers' and infants' interactive styles. Merrill-Palmer Quarterly, 47, 100-120.

Abstract:

Stability over time and consistency across contexts in the interactive behaviors of 10 girls and 10 boys and their mothers were investigated during play and bath sessions when the children were 10, 13, 17, and 21 months of age. Despite general instability and inconsistency in the children's social responsivity, interest in the toys, and positive affect, these behaviors evidenced systematic and expected relations with maternal characteristics by the middle of the second year. Mothers' behaviors demonstrated striking differences, with responsiveness a highly stable and consistent personal style, affect expression an unstable but consistent temporary quality, and directiveness an unstable and inconsistent pattern. The results also highlight the importance of considering both child age and interactive context in understanding dyadic behaviors.

Howe, N., Aquan-Assee, J., & Bukowiski, W. M. (2001). Predicting sibling relations over time: Synchrony between maternal management styles and sibling relationship quality. Merrill-Palmer Quarterly, 47, 121-141.

Abstract:

Data from a 2-year sample of 26 families (Time 1 M ages: firstborns = 3.1 years, secondborns = 14 months; Time 2 M ages: firstborns = 6.2 years, secondborns = 3.5 years) were assessed for patterns of influence of Time 1 sibling and maternal management styles on Time 2 sibling agonism and cooperation. Time 1 sibling, but not maternal styles, influenced Time 2 interaction; specifically, a sibling social cognitive variable was associated with Time 2 agonism. The synchrony or match between maternal management and sibling behavior at Time 1 was associated with greater Time 2 cooperation and agonism. Affective quality of relationships and the synchrony of maternal management and sibling interaction and associations with long-term sibling relations are discussed.

Pellegrini, A. D., & Bartini, M. (2001). Dominance in early adolescent boys: Affiliative and aggressive dimensions and possible functions. Merrill-Palmer Quarterly, 47, 142+.

Abstract:
In this multimethod, multiagent longitudinal study, boys' dominance was studied as they made the transition from primary to middle school. A cohort of boys was followed as they moved from fifth grade (mean age 10.1 years of age) through sixth grade (mean age 12.1 years of age). Consistent with theory, dominance decreased as boys made the transition to a new group; aggression initially increased from primary school to the start of sixth grade and then decreased again at the end of the year. Additionally, and consistent with theory, dominance had a significant aggressive, but not affiliative, dimension at the start of sixth grade. By the end of the year, dominance did not have a significant aggressive dimension but did have a significant affiliative dimension. Last, both affiliative and aggressive dimensions of dominance predicted heterosexual relationships (i.e., dating) at the end of the sixth grade. Results are discussed in terms of distal, evolutionary effects and proximal, peer group effects on peer relations in adolescence.