International Journal of Developmental Science - Volume 2, issue 1-2
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Individual human development is influenced by a multitude of systems, ranging from cultural processes, genetic and physiological incidents up to social interactions. How do these systems cooperate and interact during the course of human development? One of the main goals of Developmental Science is finding an answer to this question.
Since it exceeds the means of researchers from individual scientific disciplines to investigate the simultaneous biopsychosocial changes of systems and how they jointly contribute to the social and adaptive functions of human individuals, a new scientific approach is necessary that links the various traditional scientific disciplines under a biopsychosocial approach to describe individual human development: Developmental Science.
Developmental Science combines concepts and insights from scientific disciplines which hitherto used to independently tackle the research of human and non-human development. As an interdisciplinary approach it examines individuals across the lifespan with the objective of comprehending the development of individuals with different cultural and ethnic as well as biological background, different economic and cognitive potentials and under diverse living conditions. To facilitate the understanding of developmental processes it is also necessary to overcome the disadvantageous separation of “normal” from “abnormal” human development. Thus, the interdisciplinary field of Developmental Science comprises a holistic approach to understanding how different systems interact and influence development throughout life from genetic and physiological processes to social interactions and cultural processes.
International Journal of Developmental Science is especially devoted to research from the fields of Psychology, Genetics, Neuroscience and Biology and provides an interdisciplinary and international forum for basic research and professional application in the field of Developmental Science. The reader will find original empirical or theoretical contributions, methodological and review papers, giving a systematic overview or evaluation of research and theories of Developmental Science and dealing with typical human development and developmental psychopathology during infancy, childhood, adolescence and adulthood. All manuscripts pass through a multilevel peer-review process.
In 2007-2010 (Vol. 1-4) this journal was named
European Journal of Developmental Science. In 2011 its name was changed to
International Journal of Developmental Science.
Abstract: It has been suggested in many studies and reviews that the form of aggressive behaviour displayed differs between the two genders. Studies that take on a developmental focus argue that the prevalence of aggression in general and relational/indirect aggression in particular varies over the developmental course of boys and girls with regard to its different function in children's and adolescents' biopsychosocial development. A closer look at the results on gender-specific expression of aggression reveals an ambiguous picture, however. Thus, the aim of this present paper is to discuss first results of a meta-analysis on studies that deal with questions regarding…gender and age differences in relational and indirect aggression. Our results on 30 effect sizes from 23 primary studies on relational and indirect aggression revealed that there is sparse evidence for gender differences and for age differences in relational/indirect aggression, supporting a gender similarities hypothesis as opposed to a gender differences hypothesis. Further analyses are needed to investigate whether these differences are expression of developmental variances or the results of an underlying moderator effect of information source or other moderators.
Keywords: relational aggression, indirect aggression, meta-analysis, gender differences, age differences
Abstract: Gender differences in a psychometrical and in a chronometrical mental rotation test and in a standardized math test were investigated with a sample size of 109 boys and girls aged 7 or 8 years. The results revealed gender differences in all accuracy-based measures, i.e., in the paper-pencil mental rotation test, in the math test, and in the error rate of the chronometrical test. In line with the literature for adults, however, no gender difference was found in the speed of mental rotation itself. Moreover, no evidence for a speed-accuracy tradeoff was found. Thus, gender differences in tasks of math and…visual-spatial cognition are present well before puberty but they seem to be restricted to accuracy-based measures.
Keywords: gender differences, math performance, visual-spatial cognition, mental rotation