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There is consensus that when emotions are aroused, the displays of those emotions are either universal or culture-specific. We investigated the idea that an individual's emotional displays in a given context can be both universal and culturally variable, as they change over time. We examined the emotional displays of Olympic athletes across time, classified their expressive styles, and tested the association between those styles and a number of characteristics associated with the countries the athletes represented. Athletes from relatively urban, individualistic cultures expressed their emotions more, whereas athletes from less urban, collectivistic cultures masked their emotions more. These culturally influenced expressions occurred within a few seconds after initial, immediate, and universal emotional displays. Thus, universal and culture-specific emotional displays can unfold across time in an individual in a single context.

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This study investigated whether a latent class of children with math difficulties (MD) or math learning disabilities (MLD) emerged within a heterogeneous sample of learners. A latent class analysis was computed on children (N = 447) in Grade 3 who were administered a battery of math, reading, and cognitive measures. The analysis yielded four important findings. First, a discrete latent class of children with MD (15% of the sample) or MLD (10% of the sample) emerged when setting cut-off scores at or below the 25th and 11th percentile, respectively. Second, model testing yielded a high probability of finding children with MD or MLD with reading problems as well as a latent class of low problem solvers with average reading and calculation scores. Third, knowledge of problem solving component processes, estimation and the executive component of WM were significant and unique correlates of latent classes at both cut-off points. Finally, children defined as MD at 25th percentile cut-off but not 11th percentile cut-off yielded high effect sizes on measures of reading, but not on cognitive measures, when compared with children identified at risk at both cut-off points. The results suggest that a statistically distinct latent class of children at risk for MD or MLD can be separated from a heterogeneous sample of children who vary in math, reading and fluid intelligence.

Adolescents may seek to understand family conflict by seeking out confidants. However, little is known about whom adolescents seek, whether and how such support helps youth, and the factors that predict which sources are sought. This chapter offers a conceptual model of guided cognitive reframing that emphasizes the behavioral, cognitive, and affective implications of confidant support as well as individual, family, and cultural factors linked to support seeking. We present empirical data from 392 families of 7th graders of Mexican and European ancestry to predict whether adolescents seek mothers, co-resident fathers, and other sources and provide directions for subsequent research.