The logic of interpreting evidence of developmental ordering: Strong inference and categorical measures.

Dixon, James A.; Moore, Colleen F.

doi:10.1037/0012-1649.36.6.826

Cited by 6 publications

(6 citation statements)

References 38 publications

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“…If this is true, future studies that employ longitudinal methods will continue to find that measures of shyness taken at earlier developmental time periods will predict future emotion-processing skills, but that the reverse will not be true}emotion-processing skills will not predict changes in shyness. Therefore, the present results are consistent with a unidirectional rather than a bi-directional longitudinal relationship between these variables (Dixon & Moore, 2000). The results of the present study are mixed with respect to the idea that shyness involves an information processing deficit that is emotion-specific.…”

Section: Discussionsupporting

confidence: 65%

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Shyness and emotion‐processing skills in preschoolers: a 6‐month longitudinal study

Strand

Cerna²,

Downs

2007

Infant and Child Development

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The present study utilized a short-term longitudinal research design to examine the hypothesis that shyness in preschoolers is differentially related to different aspects of emotion processing. Using teacher reports of shyness and performance measures of emotion processing, including (1) facial emotion recognition, (2) non-facial emotion recognition, and (3) emotional perspectivetaking, we examined 337 Head Start attendees twice at a 24-week interval. Results revealed significant concurrent and longitudinal relationships between shyness and facial emotion recognition, and either minimal or non-existent relationships between shyness and the other aspects of emotion processing. Correlational analyses of concurrent assessments revealed that shyness predicted poorer facial emotion recognition scores for negative emotions (sad, angry, and afraid), but not a positive emotion (happy). Analyses of change over time, on the other hand, revealed that shyness predicted change in facial emotion recognition scores for all four measured emotions. Facial emotion recognition scores did not predict changes in shyness. Results are discussed with respect to expanding the scope of research on shyness and emotion processing to include timedependent studies that allow for the specification of developmental processes.

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Section: Discussionsupporting

confidence: 65%

“…Of course, a longitudinal correlational investigation is incapable of proving causality. Nevertheless, a failure to observe longitudinal predictive relationships counts as evidence against the existence of a causal relationship (Dixon & Moore, 2000).…”

Section: Introductionmentioning

confidence: 99%

Shyness and emotion‐processing skills in preschoolers: a 6‐month longitudinal study

Strand

Cerna²,

Downs

2007

Infant and Child Development

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“…We hypothesized that being able to infer an individual's stereotype precedes awareness of broadly held stereotypes. If this were true, all children aware of broadly held stereotypes would be able to infer an individual's stereotype (Dixon & Moore, 2000). To test this hypothesis, we cross-tabulated the ability to infer an individual's stereotype with awareness of broadly held stereotypes.…”

Section: Stereotype Consciousness Analysesmentioning

confidence: 99%

The Development and Consequences of Stereotype Consciousness in Middle Childhood

2003

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Two studies including an ethnically diverse sample of 202 children ages 6 to 10 examined the development and consequences of children's awareness of others' stereotypes ("stereotype consciousness"). Study 1 revealed that between ages 6 and 10, children's ability to infer an individual's stereotype increases dramatically. Children's awareness of broadly held stereotypes also increases with age, and children from academically stigmatized ethnic groups (African Americans and Latinos) are at all ages more likely be aware of broadly held stereotypes than children from academically nonstigmatized ethnic groups (Whites and Asians). Study 2 revealed that among children from stigmatized ethnic groups aware of broadly held stereotypes, on 1 of 2 challenging cognitive tasks and self-reported effort, diagnostic testing conditions led to stereotype threat effects.

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“…However, I argue that the field has been unable to capitalize on one of its most fundamental types of evidence, developmental order, because tests of developmental order have not been available unless one is willing to take the position that development is saltatory (or that one's continuous measures are interval scales). It is worth noting that if development is continuous, but a researcher's measures are discrete, interpreting developmental ordering patterns becomes problematic (see Dixon & Moore, 2000, for a discussion). Therefore, converting one's continuous measures into categorical measures, or collecting categorical measures of continuously developing variables, hides the problem but does not solve it.…”

Section: Discussionmentioning

confidence: 99%

Strong Tests of Developmental Ordering Hypotheses: Integrating Evidence From the Second Moment

Dixon¹

2005

Child Development

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Developmental ordering is a fundamental prediction in developmental science. However, tests of ordering hypotheses are not generally available for continuously developing variables. One promising test of developmental ordering, the shape of the relationship between 2 variables, requires that changes in each underlying variable are captured equally well across the developmental span (measures are linearly related to the variables). If either measure is more sensitive to earlier or later developmental changes in the underlying variable, the shape of the relationship changes radically. The article demonstrates that the viable alternative hypotheses for an observed developmental relationship require specific types of nonlinearity in measurement and, therefore, have testable predictions for the residuals (the second moment). Ordering as evidence in developmental science is discussed.

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The logic of interpreting evidence of developmental ordering: Strong inference and categorical measures.

Cited by 6 publications

References 38 publications

Shyness and emotion‐processing skills in preschoolers: a 6‐month longitudinal study

Shyness and emotion‐processing skills in preschoolers: a 6‐month longitudinal study

The Development and Consequences of Stereotype Consciousness in Middle Childhood

Strong Tests of Developmental Ordering Hypotheses: Integrating Evidence From the Second Moment

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