Bronfenbrenner's (1979) ecological model proposes that events in higher order social ecosystems should influence human development through their impact on events in lower order social ecosystems. This proposition was tested with respect to ecological violence and the development of children's aggression via analyses of 3 waves of data (1 wave…

The present study used Canadian National Longitudinal data to examine a model of the mechanisms through which the effects of neighborhood socioeconomic conditions impact young children's verbal and behavioral outcomes (N = 3,528; M age = 5.05 years, SD= 0.86). Integrating elements of social disorganization theory and family stress models, and…

Results indicate that there is no simple relationship between type of observer present and children's aggressive responding following exposure to an aggressive model. (Authors)

With no expectancy to perform, vicarious reward had no effect on spontaneous imitation. (Authors)

Experiment studied the effectiveness of social reinforcement by a model who demonstrated varying degrees of commitment to the norm of giving or social responsibility. (Authors)

An investigation of immediate and delayed vicarious reinforcements upon children's imitative self-sacrificing behavior. (Author/MB)

Suggests ways to use dynamic systems analysis to illuminate the pluralistic and multidimensional model described by Larivee, Normandeau, and Parent (2000). Issues discussed include the characteristics of developmental transitions, such as hysteresis; nature of growth processes, such as hierarchical development or predator-prey interactions; and…

Discusses building blocks for a developmental psychopathology, focusing on studies of risk, competence, and protective factors. Describes studies of stress and competence, giving particular attention to methodology and strategies for data analysis. A three-model approach to stress resistance is also presented, and Project Competence is evaluated…

Relevance of cognitive and developmental variables to observational learning and imitation is also discussed. (Authors/MB)