Empathy and executive functions (EFs) are multimodal constructs that enable individuals to cope with their environment. Both abilities develop throughout childhood and are known to contribute to social behavior and academic performance in young adolescents. Notably, mentalizing and EF activate shared frontotemporal brain areas, which in previous…

Differentiation of intelligence refers to changes in the structure of intelligence that depend on individuals' level of general cognitive ability (ability differentiation hypothesis) or age (developmental differentiation hypothesis). The present article aimed to investigate ability differentiation, developmental differentiation, and their…

Intellectual engagement (IE) refers to enjoyment of intellectual activities and is proposed as causal for knowledge acquisition. The role of IE for cognitive development was examined utilizing 2-year longitudinal data from 112 ninth graders (average baseline age: 14.7 years). Higher baseline IE predicted higher baseline crystallized ability but…

In 2013, Drs Allen and Adele Gottfried shared the Fullerton longitudinal data with us. The data provided a unique opportunity to investigate the intellectual development and the longitudinal relation between intelligence and academic achievement. Previous studies have seldom addressed the latent nature of intelligence and academic achievement.…

Adolescents become increasingly sensitive to social evaluation. Some previous studies have related this change to pubertal development. The present longitudinal study examined the role of sociocognitive development. We investigated whether or not the transition to recursive thinking, the ability to think about (others') thoughts, would be…

It is important to account for timing of puberty when studying the adolescent brain and cognition. The use of classical methods for assessing pubertal status may not be feasible in some studies, especially in male adolescents. Using data from a sample of 478 males from a longitudinal birth cohort, we describe the calculations of three independent…

In the last decades, students increasingly have been placed in the role of active learners with responsibilities for their own learning. Students have to be able to plan their learning activities and execute them in a systematic and orderly way and to monitor and to evaluate their learning and to reflect on it. All aforementioned skills are…

Links among concurrent and longitudinal changes in pubertal development and empathic ability from ages 10 to 13 and neural responses while witnessing peer rejection at age 13 were examined in 16 participants. More advanced pubertal development at age 13, and greater longitudinal increases in pubertal development, related to increased activity in…

The purpose of the study is to assess the relationship between timing of adolescent development and risk factors for suicide. Nationally representative data from the Add Health survey were used. The relationship of sociodemographic characteristics, known risk factors, and physical developmental timing and cognitive developmental style to suicide…

Neurological examination of children includes the screening for soft neurological signs (NSS). There is little knowledge about their evolution during adolescence, except that their lasting presence has been associated with developmental, psychological, and cognitive disorders. We report the results of a NSS exam (assessing gross and fine motor…

Investigated interpersonal understanding in friendship reasoning of 97 children at ages 9, 12, and 15 years. Results support theories of the cumulative nature of the development of friendship reasoning. (RJC)

Two studies of adolescents in England and Russia examined the effects of prolonged instruction on students' development of abstract deductive reasoning and understanding of logical necessity in algebraic and verbal reasoning. Results indicated that prolonged instruction emphasizing the metalevel of algebraic deduction contributed to enhanced…

Considers the problems inherent in researching changes in social values and individual perspectives among selected age groups. Asserts that studies aimed at researching both aspects need to be organized as longitudinal studies. Utilizes data taken from a study of East and West Berlin adolescents to reveal specific research problems. (MJP)