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Source: International Journal of Behavioral Development
Resulting in 6 citations.
| 1. |
Blozis, Shelley A. Conger, Katherine J. Harring, Jeffrey R. |
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Nonlinear Latent Curve Models for Multivariate Longitudinal Data International Journal of Behavioral Development 31,4 (July 2007): 340–346. Also: http://jbd.sagepub.com/cgi/reprint/31/4/340 Cohort(s): Children of the NLSY79 Publisher: Sage Publications Keyword(s): Behavior Problems Index (BPI); Modeling, Growth Curve/Latent Trajectory Analysis; Peabody Individual Achievement Test (PIAT- Reading) Permission to reprint the abstract has not been received from the publisher. Latent curve models have become a useful approach to analyzing longitudinal data, due in part to their allowance of and emphasis on individual differences in features that describe change. Common applications of latent curve models in developmental studies rely on polynomial functions, such as linear or quadratic functions. Although useful for describing linear forms of change and some that are nonlinear, latent curve models based on polynomial functions are not suitable for describing many developmental processes that change in a nonlinear manner. This article considers nonlinear latent curve models that permit researchers to consider a variety of nonlinear functions to characterize developmental processes. An example is provided that considers simultaneous development of two behaviors. |
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Bibliography Citation
Blozis, Shelley A., Katherine J. Conger and Jeffrey R. Harring. "Nonlinear Latent Curve Models for Multivariate Longitudinal Data ." International Journal of Behavioral Development 31,4 (July 2007): 340–346. A.
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Grimm, Kevin J. |
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Multivariate Longitudinal Methods for Studying Developmental Relationships Between Depression and Academic Achievement International Journal of Behavioral Development 31,4 (July 2007): 328–339. Also: http://jbd.sagepub.com/cgi/reprint/31/4/328.pdf Cohort(s): Children of the NLSY79 Publisher: Taylor & Francis Keyword(s): Achievement; Behavior Problems Index (BPI); Change Scores; Children, Academic Development; Depression (see also CESD); Methods/Methodology; Modeling, Growth Curve/Latent Trajectory Analysis; Peabody Picture Vocabulary Test (PPVT); Variables, Independent - Covariate Recent advances in methods and computer software for longitudinal data analysis have pushed researchers to more critically examine developmental theories. In turn, researchers have also begun to push longitudinal methods by asking more complex developmental questions. One such question involves the relationships between two developmental processes. In this situation, choosing a longitudinal method is not obvious and should depend on specific hypotheses and research questions. This article outlines three common bivariate longitudinal models, including the bivariate latent growth curve model, the latent growth curve with a time-varying covariate, and the bivariate dual change score growth model, and illustrates their use by modeling how the development of depression is related to the development of achievement. Each longitudinal model is fitted to repeated measurements of children's depression and achievement from the National Longitudinal Survey of Youth (NLSY) data set in order to examine differing developmental relationships, and show how the developmental questions are answered by each longitudinal technique. The results from the longitudinal models appear to be somewhat at odds with one another regarding the developmental relationships between achievement and depression, but the conclusions are actually correct solutions to different developmental questions. These results highlight the need for researchers to match their research questions with model selection. |
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Bibliography Citation
Grimm, Kevin J. "Multivariate Longitudinal Methods for Studying Developmental Relationships Between Depression and Academic Achievement." International Journal of Behavioral Development 31,4 (July 2007): 328–339. A.
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Huang, David Y.C. Lanza, H. Isabella Murphy, Debra A. Hser, Yih-Ing |
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Parallel Development of Risk Behaviors in Adolescence: Potential Pathways to Co-occurrence International Journal of Behavioral Development 36,4 (July 2012): 247-257. Also: http://jbd.sagepub.com/content/36/4/247 Cohort(s): NLSY97 Publisher: Sage Publications Keyword(s): Adolescent Behavior; Adolescent Sexual Activity; Alcohol Use; Delinquency/Gang Activity; Depression (see also CESD); Drug Use; Risk-Taking Permission to reprint the abstract has not been received from the publisher. This study used data from 5,382 adolescents from the 1997 United States (US) National Longitudinal Survey of Youth (NLSY97) to investigate developmental pathways of alcohol use, marijuana use, sexual risk behaviors, and delinquency across ages 14 to 20; examine interrelationships among these risk behaviors across adolescence; and evaluate association between risk behavior trajectories and depressive symptoms in adolescence. Group-based dual trajectory modeling, examining trajectories of two outcomes over time, revealed strong interrelationships among developmental trajectories of the four risk behaviors, and indicated potential pathways to co-occurring risk behaviors. Adolescents with higher levels of alcohol use or marijuana use were more likely to engage in higher levels of early sexual risk-taking and delinquency. Moreover, adolescents involved in higher levels of delinquency were at higher risk for engaging in early sexual risk-taking. Also, belonging to the highest risk trajectory of any of the four risk behaviors was positively associated with depressive symptoms in adolescence. |
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Bibliography Citation
Huang, David Y.C., H. Isabella Lanza, Debra A. Murphy and Yih-Ing Hser. "Parallel Development of Risk Behaviors in Adolescence: Potential Pathways to Co-occurrence." International Journal of Behavioral Development 36,4 (July 2012): 247-257.
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| 4. |
Low, Justin Keith, Timothy |
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The Influence of Auditory Short-term Memory on Behavior Problem Development International Journal of Behavioral Development 39,2 (March 2015): 105-112. Also: http://jbd.sagepub.com/content/39/2/105 Cohort(s): Children of the NLSY79 Publisher: Sage Publications Keyword(s): Anxiety; Attention/Attention Deficit; Behavior Problems Index (BPI); Behavior, Antisocial; Children, Behavioral Development; Cognitive Ability; Cognitive Development; Gender Differences; Memory for Digit Span (WISC) - also see Digit Span; Modeling, Growth Curve/Latent Trajectory Analysis Permission to reprint the abstract has not been received from the publisher. The purpose of this research was to determine the influence of two subcomponents of auditory short-term memory on the developmental trajectories of behavior problems. The sample included 7,058 children from the NLSY79 -- Children and Young Adult survey between the ages 5 and 14 years. Results suggested that anxious/depressed behavior increases during childhood and hyperactive and antisocial behavior problems decrease over the course of childhood. Children who scored higher on the Digit Span Backwards test demonstrated lower initial anxious/depressed, antisocial, and hyperactive behaviors, and children who scored higher on the Digit Span Forwards test demonstrated lower initial hyperactive behaviors. Some effects varied by sex; boys who scored higher on the Digit Span Forwards test decreased in antisocial behaviors at a slower rate than those who scored lower on the test. Thus, short-term memory associated with rehearsal mechanisms appears to influence initial levels of various problem behaviors for both males and females, while storage capacity influences initial hyperactive behavior for both males and females and the course of antisocial behavior in males. |
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Bibliography Citation
Low, Justin and Timothy Keith. "The Influence of Auditory Short-term Memory on Behavior Problem Development." International Journal of Behavioral Development 39,2 (March 2015): 105-112.
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Michael, Robert T. |
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Children's Cognitive Skill Development in Britain and the United States International Journal of Behavioral Development 27,5 (September 2003): 396-409. Also: http://jbd.sagepub.com/content/27/5/396.abstract Cohort(s): Children of the NLSY79 Publisher: Taylor & Francis Keyword(s): Britain, British; Memory for Digit Span (WISC) - also see Digit Span; NCDS - National Child Development Study (British); Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Peabody Picture Vocabulary Test (PPVT); Test Scores/Test theory/IRT; Verbal Memory (McCarthy Scale) This paper compares the cognitive test scores of children in Great Britain and the United States in vocabulary, reading, mathematics, and memory of words and numbers. Children aged 5--9 years in Britain systematically outperform their US counterparts on reading and mathematics tests, while children aged 10--14 years show far fewer differences. In most comparisons for white children aged 10--14 years, there are no statistical differences in the distributions of test scores between the British and United States children. The explanation for the observed differences between the younger children in the two nations in reading and mathematics may be the earlier age of entry into formal schooling in Britain. The similarity of the observed skills of the older children in the two nations, given the differences in social and economic conditions experienced by those children, challenges the notion that these differences are critically important in the children's cognitive development. The six tests used in this study are the Peabody Picture Vocabulary Test, subsets of the Peabody Individual Achievement Test in reading and math, the Wechsler Memory for Digit Span, and a subscale of the McCarthy Scale for Verbal Memory. |
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Bibliography Citation
Michael, Robert T. "Children's Cognitive Skill Development in Britain and the United States." International Journal of Behavioral Development 27,5 (September 2003): 396-409.
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| 6. |
Zhang, Zhiyong Hamagami, Fumiaki Wang, Lijuan Nesselroade, John R. Grimm, Kevin J. |
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Bayesian Analysis of Longitudinal Data Using Growth Curve Models International Journal of Behavioral Development 31,4 (July 2007): 374-383. Also: http://jbd.sagepub.com/content/31/4/374.abstract Cohort(s): Children of the NLSY79 Publisher: Taylor & Francis Keyword(s): Bayesian; Growth Curves; Methods/Methodology; Modeling, Growth Curve/Latent Trajectory Analysis; Peabody Individual Achievement Test (PIAT- Reading); Statistical Analysis Bayesian methods for analyzing longitudinal data in social and behavioral research are recommended for their ability to incorporate prior information in estimating simple and complex models. We first summarize the basics of Bayesian methods before presenting an empirical example in which we fit a latent basis growth curve model to achievement data from the National Longitudinal Survey of Youth. This step-by-step example illustrates how to analyze data using both noninformative and informative priors. The results show that in addition to being an alternative to the maximum likelihood estimation (MLE) method, Bayesian methods also have unique strengths, such as the systematic incorporation of prior information from previous studies. These methods are more plausible ways to analyze small sample data compared with the MLE method. Data Data in this example are two subsets from the National Longitudinal Survey of Youth (NLSY).2 The first subset includes repeated measurements of N = 173 children. At the first measurement in 1986, the children were about 6–7 years of age. The same children were then repeatedly measured at 2-year intervals for three additional measurement occasions (1988, 1990, and 1992). Missing data existed for some of the children. The second subset includes repeated measurements of N = 34 children. At their first measurement in 1992, the children were also about 6–7 years of age. The same children were also measured again at an approximate 2-year interval for another three times in years 1994, 1996, and 1998. Missing data also existed for several of the children. The children from both data sets were tested using the Peabody Individual Achievement Test (PIAT) Reading Recognition subtest that measured word recognition and pronunciation ability. The total score for this subtest ranged in value from 0 to 84. In the present study, this score was rescaled by dividing by 10. [ABSTRACT FROM AUTHOR] Copyright of International Journal of Behavioral Development is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts) |
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Bibliography Citation
Zhang, Zhiyong, Fumiaki Hamagami, Lijuan Wang, John R. Nesselroade and Kevin J. Grimm. "Bayesian Analysis of Longitudinal Data Using Growth Curve Models." International Journal of Behavioral Development 31,4 (July 2007): 374-383.
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