Regarding collegiate experiences, several studies have examined the effects of diversity experiences on educational, psychosocial, and other college outcomes (Pascarella & Terenzini, 2005). However, there exists a limited body of research, which has focused on the impact of those types of experiences on leadership development among students…

Comments on van Geert's mathematical model of Vygotsky's zone of proximal development, in this issue. Supports van Geert's use of a nonlinear model, noting that linear statistical models overlook variability in psychological phenomena. Discusses the time asymmetry in van Geert's model, which does not account for a subject's "developmental…

Argues that Vygotsky's "zone of proximal development" (ZPD) can be redefined as a nonlinear dynamic model. Presents a mathematical reformulation that generates a variety of developmental patterns and has the capacity to show under which conditions unwanted or unsuccessful developmental paths may occur. Illustrates how this reformulation…

Used heart rate and respiratory sinus arrhythmia (RSA) assessed at 33 to 35 weeks gestational age to predict developmental outcome at 3 years for very low birth weight infants. Found that RSA measures predicted developmental outcome beyond effects of birth weight, medical risk, and socioeconomic status. For infants < 1,000 grams, RSA maturation…

Used growth modeling to examine relationship of early parenting to cognitive, language, and social development from 6 to 40 months in full-term and very low birth weight (medically low or high risk) children. Found that behaviors that were sensitive to children's focus of interest and did not highly control or restrict their behaviors predicted…

Used a data analytic strategy that was novel to the M-space literature to examine the mental capacity prerequisites of social-cognitive development of 99 students in grades one, three, and five. Used a structural equations analysis to determine whether M-power was a significant predictor of role-taking development. (RH)

A range of factors, including early experience, parent-child interaction patterns, biological factors, and life events, have been associated with the development of depression among adolescents. Relations between early experience, attachment insecurity, and later depression may be mediated by failures to develop adaptive social skills, the…

Examined the role of biological factors, such as perinatal complications, and psychological factors, such as maternal attitudes, in predicting developmental outcomes in preterm children. Findings support the main effects model of biological and environmental factors in explaining developmental psychopathology, but also the interactional model, as…

The results, which contrasted markedly with findings of major group differences at 12 months of age, indicated that by age two no group differences were apparent on any child development, mother-child interaction, or maternal attitude measures, except that preterms were significantly poorer in motor skills than were full-term infants. (RH)

Postsecondary and work success is central to the economic and social wellbeing of a country. Fundamentally, college success is measured by persistence to degree attainment. Analogously, work success refers to effective performance of a job's required tasks. To succeed in college, one must be ready for college. A student who is ready for college is…