The development of foraging organization.

In foraging tasks, multiple targets must be found within a single display. The targets can be of one or more types, typically surrounded by numerous distractors. Visual attention has traditionally been studied with single target search tasks, but adding more targets to the search display results in several additional measures of interest, such as how attention is oriented to different features and locations over time. We measured foraging among five age groups: Children in Grades 1, 4, 7, and 10, as well as adults, using both simple feature foraging tasks and more challenging conjunction foraging tasks, with two target types per task. We assessed participants' foraging organization, or systematicity when selecting all the targets within the foraging display, on four measures: Intertarget distance, number of intersections, best-r, and the percentage above optimal path length (PAO). We found that foraging organization increases with age, in both simple feature-based foraging and more complex foraging for targets defined by feature conjunctions, and that feature foraging was more organized than conjunction foraging. Separate analyses for different target types indicated that children's, and to some extent adults', conjunction foraging consisted of two relatively organized foraging paths through the display where one target type is exhaustively selected before the other target type is selected. Lastly, we found that the development of foraging organization is closely related to the development of other foraging measures. Our results suggest that measuring foraging organization is a promising avenue for further research into the development of visual orienting.

Age differences in foraging and executive functions: A cross-sectional study.

Visual foraging tasks require participants to search for multiple targets among numerous distractors. Foraging paradigms enable insights into the function of visual attention above what has been learned from traditional single-target search paradigms. These include attentional orienting over time and search strategies involving target selection from different target types. To date, only a handful of studies have been conducted on the development of foraging abilities. Here, the foraging of five age groups-children aged 6, 9, 12, and 15 years and adults-was measured, as was their performance on various tasks assessing four subdomains of executive functions: inhibition, attentional flexibility, working memory, and problem solving. Executive functions consist of a complex network of independent but interconnected cognitive processes that regulate action-orienting and goal-directed behavior and have been shown to be connected to visual attention and attentional orienting. Our results show that foraging abilities improve dramatically from 6 to 12 years of age, when adult levels of foraging have been reached. This is evident from reduced foraging times, increasingly frequent switches between target types, lower switch costs, and reduced error rates. In addition, partial least squares structural equation modeling reveals that the age differences on the foraging tasks are predominantly indirect effects through executive functions. In other words, the development of successful foraging abilities is highly correlated with the maturation of executive functions.

Visual foraging and executive functions: A developmental perspective.

Visual foraging tasks, where participants search for multiple targets at a time, may provide a richer picture of visual attention than traditional single-target visual search tasks. To contribute to the mapping of foraging abilities throughout childhood and to assess whether foraging ability is dependent upon EF abilities, we compared the foraging of 66 children aged 4-7 years (mean age = 5.68 years, SD = 0.97 years, 33 girls), 67 children aged 11-12 years (mean age = 11.80 years, SD = 0.30 years; 36 girls), and 31 adults aged 20-37 (mean age 30.32 years, SD 4.37 years, 18 females) in Iceland, with a task involving multiple targets of different types. We also measured three subdomains of executive functions; inhibition, attentional flexibility, and working memory. Our results show that foraging improves dramatically between the preschool and middle school years, with the older children showing similar foraging abilities as adults due to greater ease of switching between target types. The older children and adults randomly switch between target templates during feature foraging, but exhaustively forage for a single target type before switching during conjunction foraging. Younger children, conversely, tended to also stick to the same target type for long runs during feature foraging, showing that they have difficulties with feature-based tasks. Switch costs were much lower for the older children than the youngest age group, and on par with those of adults, resulting in fast and efficient foraging. Lastly, we found a connection between foraging ability and both working memory and attentional flexibility, but not inhibition. Our study shows that foraging is a promising way of studying visual attention, how it changes throughout the lifespan, and how it is connected to other cognitive functions.

School engagement and intentional self-regulation: A reciprocal relation in adolescence.

Students' gradual disconnection from school in adolescence, as reflected in decreased school engagement, has been demonstrated in several cultures and is of great concern to educators. At the same time, intentional self-regulation (ISR) has been shown to be a precursor, mediator, and outcome of school engagement. However, the relation between school engagement and ISR during adolescence is poorly understood. In this research, we explored the reciprocal relation between school engagement and ISR during adolescence. Based on a sample of 561 adolescents in Iceland (46% girls; Mage at Wave 1 = 14.3 years; SD = 0.3) and four waves of data collected during Grades 9 and 10, the results demonstrated a reciprocal relation between school engagement and ISR after controlling for several covariates (e.g., gender and academic achievement). The results suggest that school engagement and ISR are highly related, yet distinct concepts, which mutually reinforce each other during adolescence.

Cumulative risk over the early life course and its relation to academic achievement in childhood and early adolescence.

Early-life risk factors, such as family disruption, maltreatment, and poverty, can negatively impact children's scholastic abilities; however, most previous studies have relied on cross-sectional designs and retrospective measurement. This study investigated the relation between cumulative risk factors during the early life course and subsequent academic achievement in a cohort of children and adolescents. Data for this study were based on registry-data material from the LIFECOURSE study of 1151 children from the 2000 birth cohort in Reykjavik, Iceland, assembled in 2014-2016. Multiple lifetime risk factors, including maternal smoking during pregnancy, parent's disability status, being born to a young mother, number of children in the household, family income, number of visits to school nurses, and reports of maltreatment, were assessed. Latent class analysis and Analysis of Covariance (ANCOVA) were used to predict academic achievement in the 4th and 7th grades. Individuals with no risk factors reported the highest average academic achievement in the 4th (M=66 points, SD=17) and 7th grades (M=67 points, SD=15). There was a significant main effect for 4th-grade risk factors and academic achievement (F [7, 1146]=12.06, p<0.001) and a similar relationship between the risk factor profile and achievement scores in 7th grade (F [7, 1146]=15.08, p<0.001). Each additional risk factor was associated with a drop in academic achievement at both grade levels. We conclude that academic achievement declines in proportion to the number of risk factors in early life.

Understanding visual attention in childhood: Insights from a new visual foraging task.

A recently developed visual foraging task, involving multiple targets of different types, can provide a rich and dynamic picture of visual attention performance. We measured the foraging performance of 66 children aged 4-7 years, along with measures of two conceptually related constructs, self-regulation and verbal working memory. Our results show that foraging patterns of young children differ from adult patterns. Children have difficulty with foraging for two target types, not only when they are defined by a conjunction of features but, unlike adults, also when they forage simultaneously for two target types that are distinguished from distractors by a single feature. Importantly, such feature/conjunction differences between adults and children are not seen in more traditional single-target visual search tasks. Interestingly, the foraging patterns of the youngest children were slightly more adult-like than of the oldest ones, which may suggest that older children attempt to use strategies that they have not yet fully mastered. The older children were, however, able to complete more trials, during both feature and conjunction foraging. Self-regulation and verbal working memory did not seem to affect foraging strategies, but both were connected with faster and more efficient foraging. We propose that our visual foraging paradigm is a promising avenue for studying the development of visual cognitive abilities.

Promoting positive youth development in the face of contextual changes and challenges: the roles of individual strengths and ecological assets.

Experiencing positive and healthy youth development may be particularly challenging in the face of abrupt, major, rapid, or nonnormative ecological changes. Aligning individual youth strengths and ecological assets may promote youth thriving in the face of these changes.

The role of parenting and goal selection in positive youth development: a person-centered approach.

Using a person-centered approach, we examined the relations between goal selection, various indicators of parenting, and positive development among 510 Grades 9 to 11 participants (68% female) in the 4-H Study of Positive Youth Development (PYD), a longitudinal study involving U.S. adolescents. Goal selection was operationalized by the "Selection" (S) subscale of the Selection, Optimization, and Compensation intentional self-regulation measure. Using Configural Frequency Analysis, we assessed the association between Selection, parenting (warmth, monitoring, and school involvement), and PYD. Results indicated that, while having the combination of consistently high Selection and above-median levels of the parenting variables was the most common path to PYD, having consistently low levels of Selection across grades was also related to positive development at Grade 11, regardless of parenting factors. We interpret these findings based in relation to the PYD and the identity development literatures and discuss implications for applied programs.

Developmental trajectories of intentional self regulation in adolescence: the role of parenting and implications for positive and problematic outcomes among diverse youth.

This study assessed 1574 Grades 5 to 11 youth (63.6% female) from the 4-H Study of Positive Youth Development (PYD), a longitudinal study involving U.S. adolescents, to assess if patterns of intentional self regulation (ISR) existed; whether these trajectories differed in relation to several Grade 5 parenting characteristics; and whether ISR trajectories were linked to positive and negative developmental outcomes at Grade 11. Growth mixture modeling identified a four-group solution of ISR trajectories: Steady Decline, Elevated, Late Onset, and Pronounced Decline. Most adolescents reported an incremental decrease in ISR from Grades 5 to 11 (Steady Decline). Lower levels of parental warmth, monitoring, and school involvement at Grade 5 predicted Late-Onset ISR development while Pronounced Decline adolescents reported lower levels of PYD and Contribution at Grade 11. We discuss the finding that youth at initially similar levels of ISR diverged over adolescence, while youth at initially disparate levels converged.

Self-regulation processes and thriving in childhood and adolescence: a view of the issues.

Both organismic and intentional self-regulation processes must be integrated across childhood and adolescence for adaptive developmental regulations to exist and for the developing person to thrive, both during the first two decades of life and through the adult years. To date, such an integrated, life-span approach to self-regulation during childhood and adolescence has not been fully formulated. The purpose of this monograph is to provide such integration; in this introduction, the editors of the monograph explain the purposes of the volume and provide a brief overview of the work of the contributing scholars.

Intentional self-regulation, ecological assets, and thriving in adolescence: a developmental systems model.

The positive youth development (PYD) perspective emphasizes that thriving occurs when individual ↔context relations involve the alignment of adolescent strengths with the resources in their contexts. The authors propose that a key component of this relational process is the strength that youth possess in the form of self-regulatory processes; these processes optimize opportunities to obtain ecological resources that enhance the probability of PYD. They use the selection, optimization, and compensation (SOC) model of intentional self-regulation to discuss the role of self-regulation in the PYD perspective among diverse youth.

The development of intentional self-regulation in adolescence: describing, explaining, and optimizing its link to positive youth development.

Intentional self-regulation (ISR) skills are key assets promoting healthy and positive development across the life span. In this chapter, we describe the development of ISR in adolescence, offer explanations for the development of these skills and their relation to positive youth development among diverse youth in diverse contexts, and provide suggestions for future research and programs seeking to optimize youth outcomes through the promotion of ISR skills. Primarily drawing from data from the 4-H Study of Positive Youth Development, we discuss research using the Selection, Optimization, and Compensation model of Baltes, Freund and colleagues, measures of which have been linked to a variety of positive developmental outcomes in adolescence. In addition to providing a review of the literature and relevant recent research, an applied program designed to promote ISR--termed Project GPS--is also discussed.

Intentional self regulation in middle adolescence: the emerging role of loss-based selection in positive youth development.

Intentional self regulation describes how people make choices, plan actions to reach their goals, and regulate the execution of their actions, making processes of intentional self regulation central to healthy human functioning. Prior research has confirmed the presence of three processes of intentional self regulation-elective selection (ES), optimization (O), and compensation (C)-in middle adolescence (Grades 8 through 10) and concurrent and predictive relationships with measures of Positive Youth Development (PYD). A fourth process, loss-based selection (LBS), should also develop by the end of middle adolescence. The present study used data from the 4-H Study of PYD to confirm the presence of a four-scale structure of intentional self regulation (ES, O, C, and LBS) in a sample of 2,357 racially diverse Grade 10 youth (63% female) and examine its covariation with indicators of positive and problematic development. Results supported the identification of a four-part structure of intentional self regulation, and scores covaried positively with indicators of PYD and negatively with substance use, delinquency, and depressive symptoms. Implications of the findings for the understanding of self-regulatory actions in adolescence and for future research are discussed.

Intentional self-regulation and positive youth development in early adolescence: findings from the 4-h study of positive youth development.

In this research, the authors examined the development of intentional self-regulation in early adolescence, which was operationalized through the use of a measure derived from the model of selection, optimization, and compensation (SOC). This model describes the individual's contributions to mutually influential relations between the person and his or her context. Through use of data from a longitudinal sample of 5th and 6th graders who were participating in the 4-H Study of Positive Youth Development (PYD), structural equation modeling procedure, reliability analyses, and assessments of convergent, divergent, and predictive validity suggested that a global, 9-item form of the SOC measure was a valid index of intentional self-regulation in early adolescence. Scores for this index of SOC were related to indicators of positive and negative development in predicted directions. The authors discuss the idea that self-regulation is a global process in early adolescence that contributes to PYD.

Patterns of emotional availability among young mothers and their infants: A dydaic, contextual analysis.

The aim of this study was to examine patterns of emotional availability among 80 young mothers (under 21 years at their child's birth) and their infants, and to identify contextual and individual factors associated with different patterns of emotional availability. To operationalize the dyadic aspect of emotional availability, cluster analysis of the Emotional Availability Scales, third edition (EAS; Biringen, Robinson, & Emde, 1998) was conducted on mother and infant scales simultaneously. Four distinct groups of emotional availability patterns emerged, reflecting synchrony and asynchrony between maternal and child behavior: (a) low-functioning dyads, (b) average dyads, (c) average parenting/disengaged infants, and (d) high-functioning dyads. Further analyses revealed that mothers in different clusters differed on outcomes such as depressive symptomatology, social support, and relationships with their own mothers. The clusters and the variables related to them demonstrate the various challenges in integrating the dual tasks of adolescent and parenting development among young mothers. The clinical implications of these patterns of emotional availability and live context are discussed.