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18th European Conference on Developmental Psychology

Abstract book


Utrecht, The Netherlands | 29 August – 1 September 2

Table of content Welcome Address ................................................................................................................................................... 4

Welcome Address of the President of the European Association of Developmental Psychology .......................... 5

EADP Conference Organization ............................................................................................................................... 6

Sponsors and Exhibitors .......................................................................................................................................... 8

European Association of Developmental Psychology ........................................................................................... 10

The William Thierry Preyer & George Butterworth Awards ................................................................................. 11

EADP Travel Fellowships ....................................................................................................................................... 13

Conference Venue and Maps ................................................................................................................................ 14

Program Overview ................................................................................................................................................ 19

Special Events ........................................................................................................................................................ 26

Living Room of Science .......................................................................................................................................... 27

Social Events.......................................................................................................................................................... 29

ECDP Conference 2019 ......................................................................................................................................... 30

Program ................................................................................................................................................................ 31

Monday August 28 ............................................................................................................................................... 31

Preconference workshops, 10:00 – 16:00 hrs. ................................................................................................. 31

Tuesday August 29 ............................................................................................................................................... 32

Preconference workshops, 10:00 – 16:00 hrs. ................................................................................................. 32

Wednesday August 30 .......................................................................................................................................... 34

Keynote 1, Wednesday August 30, 08:30 – 09:15 ........................................................................................... 34

Symposium sessions 101, Wednesday August 30, 09:30 – 11:00 hrs. .............................................................. 35

Paper sessions 101, Wednesday August 30, 09:30 – 11:00 hrs. ....................................................................... 63

2017 Butterworth Award, Wednesday August 30, 12:00 – 12:45 .................................................................... 83

Symposium sessions 102, Wednesday August 30, 13:45 – 15:15 hrs. .............................................................. 84

sym102-2 Parental self-efficacy modification to improve parenting and child behavior ................................. 85

Paper sessions 102, Wednesday August 30, 13:45 – 15:15 hrs. ..................................................................... 111

Symposium sessions 103, Wednesday August 30, 16:15 – 17:45 hrs. ............................................................ 126

Paper sessions 103, Wednesday August 30, 16:15 – 17:45 hrs. ..................................................................... 151

Thursday August 31 ............................................................................................................................................ 171

Keynote 2, Thursday August 31, 08:30 - 09:15 ............................................................................................... 171

Symposium sessions 201, Thursday August 31, 09:30 – 11:00 hrs. ................................................................ 172

Paper sessions 201, Thursday August 31, 09:30 – 11:00 hrs. ......................................................................... 194

Keynote 3, Thursday August 31, 12:00 – 12:45 .............................................................................................. 213







Presidential address, Thursday August 31, 18:00 – 18:45 hrs. ....................................................................... 291

Friday September 1 ............................................................................................................................................ 292

Keynote 4, Friday September 1, 08:30 – 09:15 hrs. ........................................................................................ 292

Symposium sessions 301, Friday September 1, 09:30 – 11:00 hrs. ................................................................ 293

Paper sessions 301, Friday September 1, 09:30 – 11:00 hrs. ......................................................................... 321

Keynote 5, Friday September 1, 08:30 – 09:15 hrs. ........................................................................................ 336





Poster presentations .......................................................................................................................................... 424

Wednesday August 30 ................................................................................................................................... 424

Session 101, 11:00 – 12:00 hrs. .................................................................................................................. 424

Session 102, 12:45 – 13:45 hrs. .................................................................................................................. 450

Session 103, 15:15 – 16:15 hrs. .................................................................................................................. 477

Thursday August 31........................................................................................................................................ 504

Session 201, 11:00 – 12:00 hrs. .................................................................................................................. 504

Session 202, 12:45 – 13:45 hrs. .................................................................................................................. 527

Session 203, 15:15 – 16:15 hrs. .................................................................................................................. 554

Friday September 1 ........................................................................................................................................ 580

Session 301, 11:00 – 12:00 hrs. .................................................................................................................. 580

Session 302, 12:45 – 13:45 hrs. .................................................................................................................. 607

Session 303, 15:15 – 16:15 hrs. .................................................................................................................. 632

Author index ....................................................................................................................................................... 656



Welcome Address WELCOME TO THE 18TH EUROPEAN CONFERENCE ON DEVELOPMENTAL PSYCHOLOGY The 18th European Conference on Developmental Psychology (www.ecdp2017.nl) is hosted by Utrecht University, The Netherlands, August29 - September 1, 2017, under the auspices of the European Association of Developmental Psychology. As organizers of ECDP 2017, we are pleased and honored to welcome you in Utrecht. The organizing committee has been composed of researchers from several departments of Utrecht University: the division of Youth and Family of the Department of Education and Pedagogical Sciences, Developmental Psychology, and the Methods and Statistics Department. The conference aims to present an overview of cutting-edge international and interdisciplinary developmental research and to create a stimulating and enjoyable scientific forum for the international community of researchers in Developmental Psychology and its related disciplines. The conference will include 8 keynote lectures, 9 invited symposia, 64 symposia, over 250 individual presentations grouped into 42 thematic sessions, 6 posters sessions and over 250 individual posters grouped by theme. Our rich preconference program addresses conceptual and methodological issues related to the latest developments in developmental science. Moreover, we have an exciting “Living room of science” program in which recent developments regarding data collection and storage, publication, and grant acquisition will be discussed. During extended poster exhibitions, there will be plenty of time and opportunity for informal conversations outside the conference rooms. The rich history of the City of Utrecht began about twenty centuries ago. In 47 A.D. the Romans built a fortress as part of reinforcements along the Rhine where the Cathedral square (Domplein) is situated today. In the 7th century, when the English missionary Willibrord set himself up in that old fort, a town began to develop. Utrecht then started to grow into an important city with considerable ecclesiastical power. On church feast days, churches, monasteries, convents, and abbeys were full. Many traces of these buildings can be seen throughout the city. As a medieval treasure and a leading academic, technological and cultural center, Utrecht is now a pro-active player in the international community. Stroll down the quaint streets and along the canals in the Utrecht Museum Quarter and sample the pleasant, intimate atmosphere for which Utrecht is famous. Established in 1636, Utrecht University has evolved into a leading modern research university with a growing international reputation. With nearly 30,000 students and 8,500 employees divided over 7 faculties, Utrecht University spans the entire spectrum of academic research and education. On behalf of the Scientific Committee and the Local Organizing Committee, we wish you a pleasant and enjoyable stay in Utrecht. Susan Branje Chair of the local organizing committee Willem Koops Chair of the scientific committee

https://www.youtube.com/watch?v=2Q5NpRdl5Z0http://www.ecdp2017.nl/wp-content/uploads/sites/43/2015/07/[email protected]://www.ecdp2017.nl/wp-content/uploads/sites/43/2015/07/[email protected]://www.ecdp2017.nl/wp-content/uploads/sites/43/2015/07/Academiegebouw-Susanne-Canisius.jpghttp://www.ecdp2017.nl/wp-content/uploads/sites/43/2015/07/Universiteitsbibliotheek-Uithof08-c-Willem-Mes_Toerisme-Utrecht-Afgekocht.jpg



Welcome Address of the President of the European Association of Developmental Psychology Welcome to the 18th European Conference on Developmental Psychology in 2017! The conference offers a rich scientific program, with contributions from all over the world. This year’s program features some highlights. On March 2nd of this year we received the sad message that Professor Çiğdem Kağıtçıbaşı passed away. She was a honorary member of the EADP and winner of the Preyer award in 2007. Professor Kağıtçıbaşı prepared an invited symposium. The scientific committee decided to have this symposium presented in memory of Professor Kağıtçıbaşı. EADP builds bridges to other societies such as ISSBD (International Society for Behavioral Development) and we have for the first time a joint EADP-ISSBD symposium: The ISSBD President-elect Toni Antonucci, Past-president Lea Pulkkinen and EADP Past-president Frosso Motti-Stefanidi are presenting innovative approaches to positive development in Europe and other non-US contexts. In another symposium, four EADP Presidents (past, present and future) build bridges between developmental and educational psychology. And do not miss the Keynote by the next EADP President Ersilia Menesini, and the presentations by the awardees of the William Thierry Preyer Award, Mark Johnson, and the George Butterworth Young Scientist Award, Eddie Brummelman. The program includes a public debate on multidisciplinary approaches in practice: impossible or piece of cake? Collaboration between fields of expertise comes with obstacles: the research culture is different in each field of expertise and it takes a long time before you have developed a common vocabulary. In this public debate experts in youth research will present examples from their own multidisciplinary research practice and invite you to voice your own opinion. The interaction between science and policy has never been straightforward. But this relationship has been further complicated by the current post-fact debate. A new crisis of evidence and facts. The crisis is a challenge for the whole society, and to us scientists as well as policymakers. We need to build policy on evidence but a new balance is needed. Scientists need new models to connect, to develop new thinking and to communicate. In the “Living Room of Science” we encourage interactions among scholars and stimulate informed opinions on conducting ethical studies. Last but not least, EADP has organized first time a preconference Summer School for doctoral students together with sister organizations EARA and SRA focusing on research on adolescence. The Summer School is directed by Susan Branje and Senior Scholars include Craig Colder, Elisabetta Crocetti, Velma McBride-Murry, Christiane Spiel, Sabine Walper, and Manuel Voelkle as school methodologist. Let's hope this tradition can continue in the future. This conference would not be possible without the dedicated work of the organizing committee. I want to especially thank Susan Branje and her team for creating this outstanding meeting in Utrecht. Thank you so much Susan! Thanks to all of you for attending ECDP 2017. Your presence here underscores the importance of developmental psychology in advancing knowledge and addressing complex issues in society and Europe and globally. Those of you who are not yet members of EADP and want to join our association after this nice conference experience can check out our website, www.eadp.info. Have a wonderful meeting here in Utrecht! Katariina Salmela-Aro EADP President

http://www.ecdp2017.nl/overview-general-program/special-events/lofs/more-information-about-the-living-room-of-science/https://www.earaonline.org/http://www.s-r-a.org/http://www.eadp.info/



EADP Conference Organization INITIATOR European Association of Developmental Psychology (EADP) HOSTING THE EADP CONFERENCE Several researchers from the interdisciplinary Utrecht Center for Child and Adolescent Studies (CAS) and the Department of Methodology & Statistics are part of the local organizing committee. CAS is dedicated to the study of child and adolescent development with one common overarching research issue: How interactions between individual characteristics and the social and cultural context produce a variety of developmental pathways from infancy into young adulthood. CAS participates in Dynamics of Youth, one of the four strategic themes of Utrecht University. Various groups of seven different faculties with an excellent reputation for research into youth and society have combined their knowledge in the Dynamics of Youth theme, resulting in an interdisciplinary cooperation that provides new insights into the interplay of the biological and sociocultural factors involved in children’s development. LOCAL ORGANIZING COMMITTEE Susan Branje Pedagogical Sciences, Utrecht University (Chair) Willem Koops Developmental Psychology, Utrecht University Jan Boom Developmental Psychology, Utrecht University Rens van de Schoot Methodology and Statistics, Utrecht University Eline Baarda Pedagogical Sciences, Utrecht University Andrik Becht Pedagogical Sciences, Utrecht University Claire Garandeau Pedagogical Sciences, Utrecht University Stefanos Mastrotheodoros Pedagogical Sciences, Utrecht University Stefanie Nelemans Pedagogical Sciences, Utrecht University Minet de Wied Pedagogical Sciences, Utrecht University Jacqueline Tenkink-de Jong Pedagogical Sciences, Utrecht University Natasha Koper Pedagogical Sciences, Utrecht University SCIENTIFIC COMMITTEE Willem Koops Utrecht University, The Netherlands (Chair) Susan Branje Utrecht University, The Netherlands Jan Boom Utrecht University, The Netherlands Rens van de Schoot Utrecht University, The Netherlands Chantal Kemner Utrecht University, The Netherlands Marcel van Aken Utrecht University, The Netherlands Bram Orobio de Castro Utrecht University, The Netherlands Maja Dekovic Utrecht University, The Netherlands Katariina Salmela-Aro University of Helsinki, Finland Ersilia Menesini University of Florence, Italy Frosso Motti-Stefanidi University of Athens, Greece Dagmar Strohmeier University of Applied Sciences Upper Austria, Austria M. Rosario Rueda University of Granada, Spain Barbara Reichle Ludwigsburg University of Education, Germany Loes Keijsers Tilburg University, The Netherlands Martyn Barrett University of Surrey, UK Radosveta Dimitrova Stockholm University, Sweden Sevgi Bayram Özdemir Örebro University, Sweden Peter Titzmann Leibniz University Hanover, Germany

http://www.uu.nl/staff/JBoomhttp://www.rensvandeschoot.com/http://www.uu.nl/staff/EBaardahttp://www.uu.nl/staff/AIBecht/0http://www.uu.nl/staff/CFGarandeau/0http://www.uu.nl/medewerkers/SMastrotheodoroshttp://www.uu.nl/staff/SANelemanshttp://www.uu.nl/staff/mdewiedhttp://www.uu.nl/staff/jftenkink-dejonghttps://www.uu.nl/staff/nkoperhttp://www.uu.nl/staff/CKemnerhttp://www.uu.nl/staff/MAGvanAkenhttp://www.uu.nl/staff/BOrobioDeCastrohttp://www.uu.nl/staff/MDekovic/0



REVIEWERS We highly appreciate the reviewers who volunteered to review the conference submissions. Thank you for donating your time to help us provide a great conference schedule! Astrid Poorthuis Utrecht University, The Netherlands Barbara Reichle Ludwigsburg University of Education, Germany Bram Orobio De Castro Utrecht University, The Netherlands Casper van Lissa Erasmus University Rotterdam, The Netherlands Chantal Kemner Utrecht University, The Netherlands M. Rosario Rueda University of Granada, Spain Claire Garandeau Utrecht University, The Netherlands Dagmar Strohmeier University of Applied Sciences Upper Austria, Austria Ersilia Menesini University of Florence, Italy Frosso Motti-Stefanidi University of Athens, Greece Inge van der Valk Utrecht University, The Netherlands Jan Boom Utrecht University, The Netherlands Jorg Huijding Utrecht University, The Netherlands Katariina Salmela-Aro University of Helsinki, Finland Maja Dekovic Utrecht University, The Netherlands Marcel van Aken Utrecht University, The Netherlands Marian Jongmans Utrecht University, The Netherlands Mariëlle Zondervan-Zwijnenburg Utrecht University, The Netherlands Marike Deutz Utrecht University, The Netherlands Minet de Wied Utrecht University, The Netherlands Peter Titzmann Leibniz University Hannover, Germany Radosveta Dimitrova Stockholm University, Sweden Rens van de Schoot Utrecht University, The Netherlands Sevgi Bayram-Özdemir Örebro University, Sweden Stefanie Nelemans Utrecht University, The Netherlands Stefanos Mastrotheodoros Utrecht University, The Netherlands Susan Branje Utrecht University, The Netherlands Tatiana Trifan Utrecht University, The Netherlands Willem Koops Utrecht University, The Netherlands

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Sponsors and Exhibitors SPONSORS Financial and material support for the conference has been provided by the Faculty of Social and Behavioral Sciences, the Department of Education and Pedagogical Sciences, Research programme Child and Adolescent Studies, Research programme Education and Learning Sciences and the UU Strategic theme Dynamics of Youth, and the Dutch Society for Developmental Psychology. The Conference is supported by Scientific Sponsors:

Platinum Sponsors:

Gold Sponsors:

Silver Sponsors:



Exhibitors:

Livingroom of Science supporters:



European Association of Developmental Psychology The European Association for Developmental Psychology (formerly EDSP) was founded in 1994, under the initiative of G. Butterworth and S. Jackson. EADP organizes biennially the European Conference on Developmental Psychology, publishes the European Journal of Developmental Psychology, and has instituted two awards: The William Thierry Preyer Award for Excellence in Research on Human Development and The Butterworth Young Scientist Award. To promote the networking, collaboration and knowledge exchange of young scholars, EADP has established the Early Researchers Union (ERU). Biennial European Conferences on Developmental Psychology as regional conferences of the ISSBD have been held since 1983, in Groningen (1984), Rome (1986), Budapest (1988), Stirling (1990), Sevilla (1992), Bonn (1993) and Krakov (1995). Since the 8th conference in Rennes (1997), European Conferences on Developmental Psychology were held under the official auspices of the ESDP/EADP, in Spetses (1999), Uppsala (2001), Milan (2003), Tenerife (2005), Jena (2007), Vilnius (2009), Bergen (2011), Lausanne (2013), and Braga (2015). EADP COUNCIL MEMBERS Katariina Salmela-Aro (President) University of Helsinki, Finland Frosso Motti-Stefanidi (Past President) University of Athens, Greece Ersilia Menesini (President-elect) University of Florence (Italy) Dagmar Strohmeier (Treasurer) University of Applied Sciences Upper Austria, Austria M. Rosario Rueda (Secretary) University of Granada, Spain Barbara Reichle Ludwigsburg University of Education, Germany Loes Keijsers Tilburg University, The Netherlands Martyn Barrett University of Surrey, UK Radosveta Dimitrova Stockholm University, Sweden Sevgi Bayram Özdemir Örebro University, Sweden Peter Titzmann Leibniz University Hanover, Germany Willem Koops (Editor of the European Journal of Developmental Psychology) Utrecht University, The Netherlands EARLY RESEARCHERS UNION (ERU) The Early Researchers Union (ERU) at the European Association of Developmental Psychology (EADP) was established in 2008 in order to increase the opportunity for network, collaboration and knowledge exchange of student and young members of the EADP at the early stages of their career. The Early Researchers Union is meant for undergraduate students, graduate/PhD students, researchers, postdocs, or junior faculty members (up to assistant professorship) primarily interested in developmental psychology and/or an area relevant to the study of human development. The ERU Board is chaired by the President, the President-Elect, the Past-President, the Secretary, the Treasurer, the Officer for Internal Relations & Communication, and the Officer for External Relations & Valorisation. In addition to the Board members, ERU consists of approximately 20 national representatives in their respective countries across Europe. ERU COUNCIL MEMBERS

Loes Keijsers (President) Tilburg University, The Netherlands Radosveta Dimitrova (Past-President) Stockholm University (Sweden)

Pasquale Musso (President-Elect) University of Palermo, Italy Francesca Lionetti (Secretary) Queen Mary University of London, United Kingdom

Maja Schachner (External Relations & Valorization Officer) University of Potsdam, Germany

Justyna Michalek (Internal Relations & Communication Officer) University of Warmia and Mazury, Poland



The William Thierry Preyer & George Butterworth Awards The William Thierry Preyer Award for Excellence in Research on Human Development 2017 goes to Mark H. Johnson and the late Annette Karmiloff-Smith The William Thierry Preyer Award for Excellence in Research on Human Development is given to a European psychologist or a group of European psychologists – who is/are recognized internationally for an original and substantial contribution to a better understanding of human development and its contexts, as demonstrated by first-rate publications in scholarly journals, based on empirical research into the antecedents, processes and outcomes of human development-in-context. The William Thierry Preyer Award was donated to the European Association of Developmental Psychology (previously European Society for Developmental Psychology) by the President of the 2007 European Congress on Developmental Psychology and the EADP Rector of the Friedrich-Schiller University, Jena, Germany. William Thierry Preyer (1841-1897), born in England, was the Chair of Physiology at the University of Jena, Germany. His vision was inspired by Charles Darwin, and his main works have importance till today – “Spezielle Physiologie des Embryos” and “Die Seele des Kindes” (The Mind of the Child). Both books lead the foundation in their respective scientific disciplines, developmental physiology and developmental Psychology, and seen from modern interdisciplinary views on human development, Preyer is a major forerunner of rigorous research on human development, based on observation and experimentation. Paul Harris (winner of the 2009 award), and Peter Smith (winner of the 2015 award) are part of the Award Committee 2017, with Frosso Motti-Stefanidi (Past President of EADP), Ersilia Menesini (President-Elect of EADP), and Charo Rueda (secretary of EADP). The 2017 Preyer Award Committee of the European Association of Developmental Psychology (EADP) decided

to offer the William Thierry Preyer Award for Excellence in Research on Human Development to Annette

Karmiloff-Smith (1938-2016) and Mark H. Johnson for their original and outstanding contribution in the area of

developmental science.

Annette Karmiloff-Smith showed how the study of development has to embrace a multidisciplinary approach;

she developed a new “neuroconstructivism”, referring to the integration of Piagetian theory with new findings

on functional brain development; she revolutionized the study of atypical development; she inspired

generations of developmental scientists; she made the results of scientific research accessible to the general

public. Development was considered by Annette as a result of back-propagating interactions between gene,

brain, behavior and the environment. She further focused on the complex epigenetic interactions involved in

brain organization across development. Her innovative and revolutionizing ideas were published in the famous

book that she wrote together with among others her husband Mark Johnson on “ Rethinking Innateness: A

connectionist perspective on Development” (1996).

Mark H. Johnson co-authored together with Annette Karmiloff-Smith (and Jeffrey Elman, Elizabeth Bates,

Domenic Parisi and Kim Plunkett) the book Rethinking Innateness. This book gave birth to the neural network

field of constructivist modelling. The book was nominated as one of the “One hundred most influential works in

cognitive science from the 20th century” (according to the Minnesota Millennium Project). Johnson has

developed an Interactive Specialisation approach to development, an approach of cognitive development that

considers development as a stochastic, network-based, interactive process. Johnson’s work has had impressive

international impact and influences and motivates new generations and researchers in the domain of

developmental science.

The Award will be given on the occasion of the 18th European Congress of Developmental Psychology in Utrecht to Mark Johnson during the Opening Ceremony, August 29. The awardee will address the assembly at this occasion.



The 2017 George Butterworth Young Scientist award goes to Eddie Brummelman for his thesis "I'm incredible

- or am I? On the socialization of fragile self-views in children” defended at Utrecht University.

Eddie currently is a Marie Skłodowska-Curie Fellow at Stanford University, and a postdoctoral researcher at the

University of Amsterdam.

George Butterworth was one of the two founding fathers of the European Society for Developmental

Psychology. He died on February 12th 2000. George Butterworth was an internationally respected authority on

infant development. After completing his D.Phil. at Oxford, his professional stations were at Southampton

University, at the University of Stirling, and ultimately at the University of Sussex. He was appointed Honorary

Professor at the University of East London in 1996. His contributions to the discipline include founding both the

British Infancy Research Group and the Journal of Developmental Science. The European Association of

Developmental Psychology (previously European Society for Developmental Psychology) established the

George Butterworth Young Scientist Award in his honour. The Award is given every two years, and it will be

presented for the fifth time at the 18th European Conference on Developmental Psychology.

The 2017 Butterworth Young Scientist Award committee was composed of three EADP council members,

Professors Barbara Reichle, Dagmar Strohmeier, and Peter Titzmann. The 2017 awardee is Eddie Brummelman,

University of Amsterdam, currently Marie Skłodowska-Curie Fellow at Stanford University. The committee

unanimously selected Eddie Brummelmann among seven excellent nominees from four European countries

(Belgium, Germany, the Netherlands, Spain). The requirements were (1) the successful defense of a

dissertation in the (broadly defined) domain of developmental psychology at a University in any European

country between 1-1-2015 to 31-12-2016 (2) nomination or self-nomination together with two letters of

recommendation by senior scholars based on the dissertation work of the nominee, and (3) an article or

chapter of the nominee that has either been published, is in press or has been submitted for review.

The awardee will receive EUR 500 and will present the research of the dissertation as an invited address

“Childhood Origins of Narcissism and Self-esteem”, on Wednesday, August 30 at 12:00. The awardee is invited

and supported to publish his address in the European Journal of Developmental Psychology. He is also invited

to join the next award committee.



EADP Travel Fellowships A committee consisting of Prof. Dagmar Strohmeier, Prof. Barbara Reichle and Dr. Pasquale Musso were happy to rate 50 excellent applications from early career scholars around the world. Because EADP was only able to fund a limited number of applications, we decided to rate each application according to 4 criteria: CV, quality of research, quality of submitted paper, and future potential. Based on our evaluations the following 22 young scholars were rated as one of the best 20 applications. Because of the equal placement of 3 persons, EADP decided to sponsor 22 instead of 20 applications. The EADP fellows are: Antonio Zuffianò Samuel Noah Meisel Zuhal Uelger Monica Buta Tracy Wong Diana Miconi Katarzyna Kostyrka-Allchorne Bénédicte Mouton Maria Leonor Dos Anjos Pereira Da Costa Nova Erin Brown Kaichi Yanaoka Astra Schults Angela Conejero Elizabeth Nye Zeynep Ertekin Luca Ronchi America Davila Ilona Skoczen Anahid S. Modrek Alejandro de la Torre-Luque Alexandra M. Sabou Oriola Hamzallari EADP PLUS travel fellowships The PLUS option was invented by ERU and we asked all conference participants to donate 50.- for funding excellent young scholars. Because we raised 600.- Euros with this method, we decided to fund another 6 persons (100.- Euro each) in addition to the regular funding awarded by EADP. The EADP PLUS travel fellows are: Jana Vietze Pablo Carrera García Sule Selcuk Suzan Cen Berna Arslan Uzundağ Antonia Zachariou Prof. Dagmar Strohmeier, Prof. Barbara Reichle, Dr. Pasquale Musso (ERU)



Conference Venue and Maps Utrecht University - Dom Square The conference will take place at the Dom Square in the centre of Utrecht. Page 17. Map of Dom Church (main conference venue for plenary sessions, exhibition, registration and catering) Domplein, 3512 JN Utrecht Page 17. Map of Utrecht University Hall (Academiegebouw) Domplein 29, 3512 JE Utrecht Page 18. Map of Instituto Cervantes Domplein 3, 3512 JC Utrecht Page 18. Map of UCK (Utrechts Centrum voor de Kunsten) Domplein 4, 3512 JC Utrecht OFFICIAL LANGUAGE The official language of the Conference will be English. No simultaneous translation will be provided. REGISTRATION AND HOSPITALITY DESKS The Registration and Hospitality desks for the conference are located in the Dom Church (see the map in this program book). Registration and information desk opening hours: Tuesday August 29 15.00 – 19.00 hrs Wednesday August 30 07.45 – 18.00 hrs Thursday August 31 08.00 – 19.00 hrs Friday September 1 08.00 – 18.00 hrs Emergency phone number: +31 6-12156307. CERTIFICATE OF ATTENDANCE Each registered participant will be e-mailed an official certificate of attendance after the Conference. BADGES With your registration materials, you will receive a personalized name badge. It is essential that you wear your personal badge at all times while in the conference venues and during the social events, as it is the official entrance pass to scientific sessions, welcome reception, ERU event and the conference dinner. For the lunches and excursions, it will also be necessary to present the corresponding ticket. If you have pre-registered, your badge will include icons for the welcome reception, the conference dinner and the ERU event. You can find the icons below.

Welcome reception Conference dinner ERU Event



ON-SITE REGISTRATION FEES EADP members 370 EUR EADP non-members 490 EUR Student EADP members 275 EUR Student EADP non-members 345 EUR



MAPS



Figure 1. Map of Dom Church

Figure 2. Map of Utrecht University Hall (Academiegebouw)



Figure 3. Map of Instituto Cervantes

Figure 4. Map of Utrechts Centrum voor de Kunsten (UCK; translated to: Utrecht Center of Arts)



Program Overview

Monday, 28 August 2017 Preconference workshops

10:00 - 16:00 Introduction to R: How to get started

Drift 25

Introduction to Mplus: How to get started

Drift 25

Tuesday, 29 August 2017 Preconference workshops

10:00 - 16:00 Bullying and Peer Relations: Multilevel and Social Network Analyses

Drift 25

Studying development with longitudinal models

Drift 25

Bayesian analysis to deal with small sample sizes

Drift 25

Getting the message across: Communicating research findings to the public

Drift 25

17:00 - 17:30 Opening

Dom Church

17:30 - 18:30 The William Thierry Preyer Award

Dom Church

18:30 - 19:30 Reception

Pandhof

Wednesday, 30 August 2017

08:30 - 09:15 key01 Children's developing digital literacy: Dilemmas in linking evidence and policy

Dom Church

09:15 - 09:30 Break

09:30 - 11:00 isym101-1 Capturing individual variation in cognitive development during infancy: Does it scale up?

University Hall - Aula

sym101-2 New insights into parents' self-efficacy: Links to parenting practices and in diverse parent samples

Cervantes - Grote Zaal

sym101-3 Structural school and classroom characteristics contributing to bullying and victimization

UCK - Theaterzaal

sym101-4 Nonverbal behaviors as protective and risk factors in youth internalizing symptomology development

UCK - Torenzaal

sym101-5 Pathways to Positive Youth Development for African American Children's Development: Context Matters

University Hall - Zaal 1636

09:30 - 11:00 sym101-6 Emotion Regulation, Prosociality, and Adjustment: A Life-Span Perspective in Mediterranean Countries

UCK - Marnixzaal

sym101-7 An International Perspective on School Climate and Skipping School Among Youth: Japan, Canada, Turkey, and Hong Kong

University Hall - Kanunnikenzaal

sym101-8 Meet The Editors - ERU Round Table with Discussion

University Hall - Belle van Zuylen

pap101-9 Social and Emotional Cognition in Children with Mental Disorders

UCK - Lokaal 018

pap101-10 Risk-Taking Behavior and Behavioral Problems in Children and Adolescents

UCK - Lokaal 113

09:30 - 11:00 pap101-11 Attachment

UCK - Lokaal 114

pap101-12 Parent - Child Relationships

pap101-13 Socio-Cognitive Processes



and Adjustment in Adolescence

UCK - Lokaal 115

University Hall - Westerdijk

11:00 - 12:00 Poster session 101 and coffee Dom Church

11:10 Livingroom of Science: Opening of the Living Room & some inspiring movies 11:30 Livingroom of Science: JASP: A Fresh Way to Do Statistics.

Dom church - Sacristie

12:00 - 12:45 2017 Butterworth Award

Dom Church

12:45 - 13:45 Poster session 102 and lunch Dom Church

13:00 Livingroom of Science: Is there a Glass Ceiling in Developmental Psychology?


13:45 - 15:15 isym102-1 Roundtable discussion - The role of agency in adolescent research


sym102-2 Parental self-efficacy modification to improve parenting and child behavior


sym102-3 Attachment difficulties behind the dykes: screening instruments for attachment in different settings


sym102-4 The positive and negative faces of peer relationships

UCK - Torenzaal

sym102-5 Biological underpinnings of internalizing symptoms in childhood and adolescence


13:45 - 15:15 sym102-6 Acculturation and Integration of Children from Culturally Diverse Backgrounds (1) Focus: Promoting school belonging and successful learning

UCK - Marnixzaal

sym102-7 Personality Pathology in Adolescence: Measurement, Antecedents and Outcomes

UCK - Theaterzaal

sym102-8 Youth's Social Media Use: Opportunities, Risks and the role of Parents

UCK - Lokaal 018

sym102-9 Scientific reasoning skills of preschoolers and early school-age children


pap102-10 Prosocial Behavior in Childhood and Adolescence

UCK - Lokaal 113

13:45 - 15:15 pap102-11 Academic Performance, School Characteristics and School-based Interventions

UCK - Lokaal 115

pap102-12 Family Conflict and Divorce

UCK - Lokaal 114

pap102-13 Measuring Child Characteristics and Behavior



15:25 Livingroom of Science: How to reach your Horizon; 10 mistakes you shouldn’t make when writing H2020 grants! 15:45 Livingroom of Science: How to get your paper published


16:15 - 17:45 isym103-1 An in memoriam symposium for Professor Çiğdem Kağıtçıbaşı

sym103-2 Intelligence is more than a single IQ-score: Science meets practice

sym103-3 The role of coparenting representations and practices in family relationships and

sym103-4 Self-views and problem behaviors in children and adolescents

UCK - Theaterzaal

sym103-5 Risk factors and consequences of adolescent loneliness






child development

UCK - Torenzaal

16:15 - 17:45 sym103-6 Early identification of divergences in adaptive processes in preterm born children

UCK - Marnixzaal

sym103-7 Positive youth development in Europe and other non-US contexts


sym103-8 The impact of adults' socialization practices on prosocial behavior in early childhood


pap103-9 Peer Relations and Prosocial Behavior

UCK - Lokaal 113

pap103-10 Personality in Adolescents and Young Adults

UCK - Lokaal 114

16:15 - 17:45 pap103-11 Language and Communication Skills


pap103-12 Cultural and Ethnic Processes and Influences

UCK - Lokaal 115

pap103-13 Cyberbullying, Sexual Behavior and Substance Use

UCK - Lokaal 018

17:45 - 18:00 Break

18:00 - 18:30 ERU Poster awards


18:30 - 19:00 ERU Meeting


19:00 - 20:00 ERU Event

Thursday, 31 August 2017

08:30 - 09:15 key02 Theory of mind development in childhood: The state of the art

Dom Church

09:15 - 09:30 Break

09:30 - 11:00 sym201-1 Public debate: multidisciplinary approaches in practice: impossible or piece of cake?


sym201-2 When parenthood turns to disaster! New perspectives about parental exhaustion.


sym201-3 The role of parenting processes in children's and adolescents' psychosocial functioning

UCK - Marnixzaal

sym201-4 Social Experiences and Psychophysiology in Childhood

UCK - Torenzaal

sym201-5 Acculturation and Integration of Children from Culturally Diverse Backgrounds (2) Focus: Promoting positive intergroup relations in children


09:30 - 11:00 sym201-6 The Highly Sensitive Child Scale as a Measure of Differential Susceptibility: Cross-Cultural and

sym201-7 Early childcare settings and their role for children's development of effectiveness in social

sym201-8 (Social-)Cognitive mechanisms of prospective memory development

pap201-9 Parenting of Children and Adolescents

UCK - Lokaal 017

pap201-10 Depression in Children and Adolescents

UCK - Lokaal 114



Developmental Findings


interactions

UCK - Theaterzaal


09:30 - 11:00 pap201-11 Bullying and Victimization in Children and Adolescents

UCK - Lokaal 115

pap201-12 Effortful Control and Moral Development

UCK - Lokaal 018

pap201-13 Child and Parent Intervention Programs

UCK - Lokaal 113


11:30 Livingroom of Science: How to achieve impact with your research?


12:00 - 12:45 key03 Trust and Self-Control in Relationships

Dom Church


13:00 Livingroom of Science: Take care, make your data FAIR


13:45 - 15:15 isym202-1 Advances in the study of adolescent identity formation


sym202-2 The effect of parenting programs on parenting behavior and cognition


sym202-3 Peers in the School Context: A Resource for Adjustment and the Reduction of Social Exclusion among Ethnic Majority and Minority Youth?

UCK - Torenzaal

sym202-4 Developing Gratitude in Children and Adolescents


sym202-5 A new light on empathy in children and adolescents

UCK - Theaterzaal

13:45 - 15:15 sym202-6 A psychosocial perspective on the development of internalizing symptoms across adolescence


sym202-7 From Programs to Systems: The Challenge of Implementing Evidence Based Prevention Programs

UCK - Marnixzaal

sym202-8 Reading Development in Primary School: The Role of Home Literacy Environment and Children's own Print Exposure

UCK - Lokaal 018

sym202-9 Mental state understanding in typical and atypical development: social, parental and individual influencing factors


pap202-10 Attachment Processes

UCK - Lokaal 114

13:45 - 15:15 pap202-11 Wellbeing across Development and Context

UCK - Lokaal 115

pap202-12 Romantic Relationships and Partner Violence

UCK - Lokaal 113

pap202-13 Mathematics Development In Childhood

UCK - Lokaal 017


15:30 Livingroom of Science: Responsibleresearch practices




16:15 - 17:45 sym203-1 Presidential symposium Building bridges between developmental and educational psychology

UCK - Marnixzaal

sym203-2 Contributions of child and parent characteristics to parenting and their underlying mechanisms


sym203-3 Telling a story together - influence of caregivers and unfamiliar adults in childhood and adolescence

UCK - Torenzaal

sym203-4 Prenatal Risk Exposures, Parental Stress and Child Psychopathology

UCK - Theaterzaal

sym203-5 Personality and life success

UCK - Lokaal 113

16:15 - 17:45 sym203-6 Psychological Adaptation in Minority Immigrant Adolescents?: Prosocial Behavior, Self-Efficacy, Self-Esteem and Well-Being


sym203-7 Developmental relationships between language and executive functions


pap203-8 Fear and Anxiety in Children and Adolescents

UCK - Lokaal 114

pap203-9 Empathy in Children and Adolescents

UCK - Lokaal 115

pap203-10 Learning and Cognitive Development

UCK - Lokaal 017

16:15 - 17:45 pap203-11 School and Educational Proceses

UCK - Lokaal 018

17:45 - 18:00 Break

18:00 - 18:45 Presidential address Translating knowledge into interventions: An 'individual by context' approach to bullying

Dom Church

18:45 - 19:45 EADP Business meeting

Dom Church

19:15 - 21:00 2019 Reception

Pandhof

Friday, 1 September 2017

08:30 - 09:15 key04 The development of moral and social judgments: Coordination in decision-making, social inequalities, and resistance

Dom Church

09:15 - 09:30 Break

09:30 - 11:00 isym301-1 The dynamics of psychological processes: When intensive longitudinal data meet state-of-the-art statistical modeling


sym301-2 Parental and socio-cultural influences on self-regulation across childhood and adolescence


sym301-3 Family relation and child development


sym301-4 How Social Position and Social Cognition Affect Aggressive and Prosocial Peer Interactions


sym301-5 Risky aspects of youth romantic relationships

UCK - Theaterzaal

09:30 - 11:00 sym301-6 Ethnic Identity Processes and Behavioural

sym301-7 Crossing The Line Between The Use And

sym301-8 Managing educational and work-related

sym301-9 Factors affecting development of

pap301-10 Emotion Comprehension, Regulation and



Outcomes in Immigrant, Refugee, and Non-Immigrant Adolescents


Abuse Of New Technologies

UCK - Torenzaal

transitions: Young people's well-being and identity as resource and outcome

UCK - Marnixzaal

reasoning abilities in children


Socialization

UCK - Lokaal 018

09:30 - 11:00 pap301-11 Interventions on Socio-emotional Behavior

UCK - Lokaal 115

pap301-12 Issues of Gender Across Development

UCK - Lokaal 113

pap301-13 Self-Perceptions and Social Skills across Development

UCK - Lokaal 114


11:10 Livingroom of Science: Ghost-authors on your paper: A problem or needed to get your paper published? 11:30 Livingroom of Science: Researcher's degrees of freedom


12:00 - 12:45 key05 Applied games for increasing emotional health in youth: Opportunities and challenges

Dom Church


13:00 Livingroom of Science: The benefits of open data


13:45 - 15:15 isym302-1 Bullying in different cultures


sym302-2 Self-regulation: assessment, outcomes, parenting strategies, and intervention opportunities

UCK - Theaterzaal

sym302-3 Parenting during adolescence: longitudinal studies exploring antecedents, and outcomes of parental behavior.


sym302-4 Understanding the psychosocial impact of medical trauma on the family


sym302-5 Youth Sexual Identity and Gender Nonconformity: Intersections with Contexts, Race/Ethnicity, Gender Conformity, and Economic Precarity

UCK - Torenzaal

13:45 - 15:15 sym302-6 The Role of Theory of Mind in Child Social Adjustment and Maladjustment

UCK - Marnixzaal

sym302-7 Bayesian Estimation for SEM with Small Samples: Advantages, Precautions, and Empirical Applications


pap302-8 Identity Processes


pap302-9 Child Care

UCK - Lokaal 114

pap302-10 Psychopathology, Physical Disabilities and Learning Disablities

UCK - Lokaal 115

13:45 - 15:15 pap302-11 Development of Memory, Reasoning, and Decision Making


pap302-12 Educational Aspirations and Reading Difficulties

UCK - Lokaal 113

pap302-13 The Role of Culture, Ethnicity, and Immigration

UCK - Lokaal 018




16:15 - 17:45 isym303-1 To understand [politics] is to invent [ways to listen to it] Readings on the diversity of European youth civic and political participation

UCK - Lokaal 018

sym303-2 The role of school context in the development of inter-ethnic relationships

UCK - Marnixzaal

sym303-3 Intergenerational adjustment in refugee parents and children: International scientific perspectives

UCK - Theaterzaal

sym303-5 Homophobia, Minority Stress, and Well-being of Sexual Minorities


sym303-6 Teachers' role in bullying dynamics

UCK - Torenzaal

16:15 - 17:45 sym303-7 Positive youth development in Europe and other non-US contexts

UCK - Lokaal 018

sym303-8 Reliability of neurocognitive measures of child development


pap303-9 Parental Characteristics and Behavior and Parent-Child Relationships

UCK - Lokaal 113

pap303-10 Language Development

UCK - Lokaal 114

pap303-11 Studies on (Social) Media

UCK - Lokaal 115

16:15 - 17:45 pap303-12 Self-regulation in Children and Adolescents


pap303-13 Cognitive and Socio-Emotional Development


17:45 - 18:00 Break

19:45 - 21:00 Conference dinner

Winkel van Sinkel



Special Events Abstracts are available in the app Tuesday August 29 17:00-17:30 Opening ceremony 17:30-18:30 Preyer Award Wednesday August 30 08:30-09:15 Children's developing digital literacy: Dilemmas in linking evidence and policy Sonia Livingstone (key01) 09:30-11:00 Meet The Editors - ERU Round Table with Discussion Pasquale Musso (sym101-8) 12:00-12:45 Butterworth Young Scientist award 16:15-17:45 “An In Memoriam Symposium For Professor Çiğdem Kağitçibaşi”

Ype H. Poortinga (isym103-1) 16:15-17:45 “Positive youth development in europe and other non-us contexts“:

EADP-ISSBD symposium (sym103-7)

18:00-18:30 ERU Poster awards 18:30-19:00 ERU Meeting Thursday August 31 08:30-09:15 Theory of mind development in childhood: The state of the art Henry Wellman (key02) 09:30-11:00 “Public debate on multidisciplinary approaches in practice: impossible or piece of cake?” Dynamics of YOUth (sym201-1) 12:00-12:45 Trust and Self-Control in Relationships Catrin Finkenauer (key03) 16:15-17:45 “Building bridges between developmental and educational psychology”

Ersilia Menesini, Christiane Spiel, Frosso Motti, and Katariina Salmela-Aro (presidential symposium)

18:00-18:45 “Translating knowledge into interventions: an ‘individual by context’ approach to bullying”

Ersilia Menesini (presidential address) 18:45-19:45 EADP Business meeting 19:30-20:00 ECDP2019 Reception



Friday September 1 08:30-09:15 The development of moral and social judgments: Coordination in decision-making, social

inequalities, and resistance Elliot Turiel (key04)

09:30-11:00 “The dynamics of psychological processes: When intensive longitudinal data meet state-of-

the-art statistical modeling” Ellen Hamaker, Loes Keijsers, and Manuel C. Völkle (isym301-1)

12:00-12:45 Applied games for increasing emotional health in youth: Opportunities and challenges Rutger Engels (key05) 20:00 Conference Dinner



Living Room of Science Wednesday August 30 11:10- 11:30 Opening of the Living Room & some inspiring movies

Rens van de Schoot, Utrecht University, Department of Methods and Statistics/ Optentia

Research Focus Area, North-West University, The Netherlands/ South Africa

11:30- 11:50 JASP: A Fresh Way to Do Statistics.

Eric-Jan Wagenmakers, University of Amsterdam, The Netherlands

13:00 - 13:30 Is there a Glass Ceiling in Developmental Psychology?

Belle Derks, Utrecht University, The Netherlands

15:25- 15:45 How to reach your Horizon: 10 mistakes you shouldn’t make when writing H2020 grants!

Claudia Nicolaije, Evers + Manders Grant Consultants, The Netherlands

15:45- 16:05 How to get your paper published

Robin Banerjee, School of Psychology, University of Sussex, United Kingdom

Thursday August 31

11:30- 11:50 How to achieve impact with your research?

Stans de Haas, Utrecht University, The Netherlands

13:00 - 13:30 Take care, make your data FAIR

Peter Doorn, DANS, Data Archiving and Networked Services, The Netherlands

15:30- 16:00 Responsible research practices

Ton Hol, Utrecht University, The Netherlands

Friday September 1

11:30- 11:30 Ghost-authors on your paper: A problem or needed to get your paper published?



Stefan van der Stigchel, Experimental Psychology, Utrecht University, The Netherlands

11:30- 11:50 Researcher's degrees of freedom



Jelte Wicherts, Tilburg University, The Netherlands

13:00- 13:30 The benefits of open data

Jelte Wicherts, Tilburg University, The Netherlands



Social Events Welcome Reception

Tuesday August 29, 2017 Time: 18:30-19:30 Location: Pandhof Garden & Utrecht University Hall, Domplein 29 All conference delegates are warmly invited to attend the welcome reception on Tuesday 29th August. This

event opens the 18th European Conference on Developmental Psychology, giving an excellent opportunity to

network, meet old friends and colleagues, as well as meet new people as the program begins.

Conference Dinner (Ticketed)

Date: Friday September 1, 2017 Time: 20:00 Location: Winkel van Sinkel, Oudegracht 158



ECDP Conference 2019 Dear Colleagues,

On behalf of the European Association for Developmental Psychology (EADP), it is my pleasure and honor to

invite you all to the 19th European Conference on Developmental Psychology, which will take place in Athens,

Greece, August 29th to September 1st, 2019.

The Organizing Committee of the Conference will be comprised of members of the Department of Psychology

of the National & Kapodistrian University of Athens, as well as of members of other Psychology Departments in

the country. The Scientific Committee will consist of both national and international scholars.

We are already preparing an exciting program and distinguished

speakers will be invited to share with us their valuable knowledge

and experience. As with previous conferences of the Association,

the scientific program will also consist of such scientific activities

as invited symposia, symposia, oral sessions and

poster presentations.

Our aim is to offer a chance to all participants to exchange

research interests, ideas, and experience in

Developmental Psychology, as well as the latest developments in

the field.

You can also count on an exciting social program, which will

include the Opening Reception, city and museum visits, other

leisure activities, as well as possible visits to archaeological sites

such as Cape Sounio, Delphi, Mycenae and Epidaurus, and a one

day cruise to the Saronic Gulf.

Athens is connected to all European cities with direct flights. The

weather, at the time of the conference, is comfortably warm, with

temperatures ranging from 27 - 32 degrees Celsius.

My colleagues and I look forward to welcoming you in Athens and hope that you will enjoy the Conference as

well as your stay in Greece.

You are welcome to participate in the ECDP2019 RECEPTION – Thursday, August 31 2017, starting at 19:30

Spyridon Tantaros

Professor of Developmental Psychology

Department of Psychology

National & Kapodistrian University of Athens



Monday August 28 Preconference workshops, 10:00 – 16:00 hrs. Introduction to R: How to get started Gerko Vink Columbia University, USA This workshop will introduce participants to statistical programming in R. This statistical programming software is becoming increasingly popular to conduct data analyses within the field of developmental psychology. R is a highly flexible statistical tool and is able to perform a wide range of statistical procedures. The aim of this workshop is to introduce attendees to R by teaching them how to operate R, read data from external files (e.g., spss, excel), make high quality graphs, run some basic statistics such as regression models and t-tests, and communicate with other software like Mplus. Participants will receive a certificate of attendance. Bring your own laptop with Rand Rstudio installed (both are freely available). Introduction to Mplus: How to get started Rens van der Schoot, Jan Boom Utrecht University, The Netherlands

More and more researchers in the social and behavioural sciences are using, or want to use, Structural Equation Modelling (SEM) to investigate their theories. Mplus is a popular and flexible software package for doing SEM. This 1-day course provides an introduction on how to use Mplusto perform regression analysis and confirmatory factor analysis. The main objective of the course is to acquire a basic understanding of how to use Mplus for SEM as applied in the social and behavioural sciences. Moreover, participants will learn how to analyze data sets with Mplus, to interpret the output and to report the results. Participants are expected to have a basic knowledge of regression analysis and exploratory factor analysis. Some knowledge of SEM and software like AMOS, LISREL, Mx or EQS is helpful, but not mandatory. If you have no experience with SEM,

please read the this paper. Participants need to bring their own laptop with the free demo version installed.

https://cran.r-project.org/https://www.rstudio.com/products/rstudio/download3/https://www.statmodel.com/http://joophox.net/publist/semfamre.pdfhttps://www.statmodel.com/demo.shtml



Tuesday August 29 Preconference workshops, 10:00 – 16:00 hrs.

Bullying and Peer Relations: Multilevel and Social Network Analyses

Rene Veenstra, University of Groningen, The Netherlands

Christina Salmivalli, University of Turku, Finland

Four decades of research on school bullying has taught us that personal characteristics alone do not explain

why some children engage in bullying and why other children become victimized by their peers. Bullying is best

understood as a group phenomenon where everybody plays a role. At the heart of the bullying dynamic are

dyadic relationships – between bullies and their victims, or between victims and their defenders. These dyads

are embedded in the wider social context of the peer group, classroom or school. It is essential that research

on the causes and consequences of bullying as well as intervention strategies take into account these multiple

levels of analyses (individual, dyadic, group) and the interactions between them. In this workshop, two world

renowned experts in the field of school bullying and peer relations – Dr. Christina Salmivalli and Dr. René

Veenstra – will present the latest research findings and discuss the most pressing questions related to bullying

processes and anti-bullying interventions. They will demonstrate how these questions can be addressed with

multilevel analyses and/or social network analyses.

Studying development with longitudinal models

Alithe van den Akker, University of Amsterdam, The Netherlands

Loes Keijsers, Tilburg University, The Netherlands

In the first part of this workshop we will discuss key theoretical perspectives and empirical findings regarding

adolescent development with examples from the personality and parenting literature. Topics include: the

development of personality dimensions and types across adolescence; implications of adolescent personality

development for emotional and behavioral adjustment; bidirectional associations between adolescent

personality development and relationships with parents and peers. The second part of this workshop will

highlight a range of longitudinal statistical models (e.g., latent growth curve analyses, cross-lagged panel

modelling, mixture modelling) to answer important research questions in the field of adolescent development.

Participants will receive a certificate of attendance.

Bayesian analysis to deal with small sample sizes

Daniel McNeish, University of North Carolina, Center for Developmental Science, United States

Rens van de Schoot, Utrecht University, Department of Methods and Statistics/ Optentia Research Focus Area,

North-West University, The Netherlands/ South Africa

Researchers in the social sciences often face a great difficulty: gathering enough data. The reason for this

limited data is because in many fields data are sparse as a rule: the target group is very specific, the subjects

are hard to follow over time, or data collection is extremely expensive. When research questions can be

answered with ‘simple’ statistical models, a small data set may not be problematic. However, many research

questions nowadays involve structural equation modeling (SEM), which typically requires large samples. When

gathering more data is impossible, researchers with limited data are forced to drastically simplify their

statistical models and only answer small parts of the bigger question, or, even worse, they decide to drop the

data in a file drawer and abandon the entire project. Such strategies are obviously undesirable. Luckily there is

a solution to the limited data issue: Bayesian estimation for SEM. That is, Bayesian estimation is not based on

the central limit theorem, as is the case for maximum likelihood estimation (ML), the default estimator for

SEM. In Bayesian analysis background information is captured by a, so-called, prior distribution and updated

with observed data. Loosely formulated data is ‘replaced’ by background knowledge. In this workshop we

gentle introduce the participants to Bayesian analyses for SEM.



Getting the message across: Communicating research findings to the public

Lara Wierenga, Leiden University, The Netherlands

Stephanie Helfferich, Utrecht University, The Netherlands

Ersilia Menesini, Department of Educational Sciences and Psychology – University of Florence, Italy

Maja Schachner, Utrecht University, The Netherlands

“I am still early in my academic career, why would anyone be interested in what I have to say?” – “I have only

done research on a very specific issue, I probably do not know enough to advise practitioners or the general

public” – “The academic job market is so competitive, I should rather focus on publications in high-impact

journals” – “What if I say something wrong or the media misrepresent what I actually wanted to say?” These

are just some thoughts that junior scholars may have when thinking about public science.

At the same time, the word “post-truth” as a characteristic of the contemporary public opinion in many

societies has been selected as the word of the year 2016 by Oxford Dictionaries. In these times, it is even more

important for scientists get their message across – in a way that is easy to understand and speaking to people’s

everyday experiences, rather than using abstract terms and exclusively disseminating our findings in the

scientific community.

In the first part of the workshop, we want to explore the many different ways of being active in public science,

also at an early stage of the career, and discover the many benefits of public science – starting from how they

can be useful for your own research to just seeing it as a fun and a very rewarding activity. This first part will be

led by two junior scholars, both in the postdoc stage of their career, who have been active in public science in

applied educational research (Maja Schachner) and in basic neuroscience (Lara Wierenga). In the second part

of the workshop, we will do hands-on exercises on writing for the general public or an applied audience based

on your own research. This second part will be led by Stephanie Helfferich from the press office at Utrecht

University, Netherlands. Finally, the workshop will be closed by Ersilia Menesini, University of Florence, Italy

and current president-elect of the EADP, who will take it back to the big picture, and how we can advocate for

more recognition of public science in the scientific community.



Wednesday August 30 Keynote 1, Wednesday August 30, 08:30 – 09:15 key01 Children’s developing digital literacy: Dilemmas in linking evidence and policy

Sonia Livingstone Dept. of Media and Communications, United Kingdom In my talk, I will critically examine how empirical research on children’s internet use can and does inform policy and practitioner debates, building on three specific case studies in which I have been involved, each focused on matters of socio-cognitive development: 1. The European Commission’s General Data Protection Regulation, determined that children under the age of 16 cannot not access “information society services” without parental permission. What does the evidence on children’s developing media literacy, and on parental understanding of children’s online activities, suggest about how evidence-based policy regarding age and maturity could improve the present situation? 2. In the UK, a national consultation on how to encourage social media companies to take responsibility for children accessing their services proposed a development analysis that, since is being used to guide policy decisions about children’s maturity and resilience regarding online services. Is this wise? What are the developmental issues at stake? 3. The Council of Europe is currently developing guidance for its 47 member states, relying not on age restrictions as above, but on the UN Convention on the Rights of the Child’s principle of policy and practice that represents the child’s “best interests” in digital environments. Is this the optimal solution? I will conclude by considering how developmental psychologists could further contribute to these crucial policy debates with widespread consequences for children’s online experiences.



Symposium sessions 101, Wednesday August 30, 09:30 – 11:00 hrs. isym101-1 Capturing individual variation in cognitive development during infancy: Does it scale up?

Infancy is a period of dramatic change for cognitive development, in which individual differences are already widespread. Traditionally, most prospective infant cohorts – interested in understanding individual growth trajectories – sample infancy mainly via parental questionnaires providing a coarse, indirect, and possibly biased overview of cognitive development. However, due to technological advances in EEG and eyetracking, it has become easy and cheap to collect task-related measurements from the infants themselves, within a visit. Further, several studies have linked such infant measures on cognitive development with future development, albeit with small sample sizes (20-50 infants). As a next step, it seems only logical that prospective cohort studies should implement such tasks tapping cognitive development. But are we really there yet? After all, evidence for the validity of these outcome measures at the individual level is scant: 1) sample sizes in infant studies are notoriously underpowered; 2) the settings of these paradigms are developed to highlight group effects, not to make them as sensitive as possible to individual variations; and 3) most infant paradigms do not provide test-retest results. In the current session, we have four presentations from prospective infant cohorts (Canberra Longitudinal Child Language Project, Language 0-5; EU-AIMS, Youth), informing us on how they optimized paradigms for large-scale infant measurements, while the final presentation from the ManyBabies project describes the multi-site approach to improve infant measurements. Thus, this symposium aims to unite researchers from all over the world on their quest for optimal infant paradigms.

isym101-1.1 Preparations for the infant Youth cohort: Measuring neurocognitive development longitudinally Caroline Junge, Carlijn Boomen, van den, Charlotte Onland-Moret, Chantal Kemner Utrecht University, Netherlands Although many relevant brain mechanisms develop rapidly during the first few years of life, it remains unclear how these changes relate to risk, resilience and the eventual development of (ab)normal behavior. The reason is that there is a paucity of longitudinal studies examining structure and function of the brain from infancy to adolescence: most studies use cross-sectional designs. There is also little insight into the factors that shape brain and behavior over development, nor whether such influences remain stable over time. The YOUth cohort therefore aims to investigate the neurocognitive development in two cohorts, each with 3000 children: an infant cohort (from fetus to child) and an adolescent cohort (from child to adolescent). Yet while suitable paradigms for children exist, there hardly exists any large-scale experimental research on infants that go beyond parental questionnaires. Here, we report how we developed the neurocognitive task battery of our infant cohort. First, we selected established tasks that measure key processes of neurocognitive development; are appropriate for infants but can be measured across all ages; tap into critical developmental periods; yield meaningful individual differences; and finally have high test-retest reliability. Although we found several candidates that fulfilled some criteria, we noticed that for most tasks, little was known about their test-retest reliability in infancy. We therefore ran a battery of these tasks with 10-month-olds (n=75) who visited our lab twice within 2 weeks. We next examined for each task their test-retest reliability. Based on this, we decided to keep some of these tasks as is; changed some of the parameters for some other tasks (i.e. reducing conditions); while we decided against some other tasks. As a result, we now have an assessment battery that we believe is fine-tuned at the age of the participants (5 vs. 10 months) and stripped from unnecessary testing. isym101-1.2 Charting individual differences in language processing and acquisition across development. Evan Kidd, Seamus Donnelly, Anne Cutler The Australian National University, Australia First language acquisition is a developmental process categorised by significant yet stable individual differences (Bates, Dale, & Thal, 1994; Bornstein & Putnick, 2012). Over the last few decades there has been an increasing accumulation of evidence to suggest that early proficiency predicts greater gains in subsequent linguistic knowledge across development (e.g., Cristia, Seidl, Junge, Soderstrom, & Hagoort, 2014; Fernald, Perfors, & Marchman, 2006). While we should expect individual differences to predict growth within domains (e.g.,



vocabulary at 12 months predicting vocabulary at 24 months), cross-domain predictive relations are particularly insightful because they can reveal important insights into the process of acquisition, serving to constrain our theoretical models by revealing patterns of representation and drivers of developmental change across time. In this talk we will introduce the Canberra Longitudinal Child Language Project, a longitudinal cohort study of approximately 120 children, which aims to chart individual variability in on-line language processing and children’s input with the aim of determining their role in language acquisition. Children are being followed from the age of 9 months until they are 5 years. From 9 – 24 months the children are being tested every 3 months on on-line experimental tasks of language processing (probing different aspects of acquisition at developmentally appropriate time points, e.g., segmentation, lexical and syntactic processing). Additionally, measures of their input and their linguistic knowledge are being taken. From 30 – 60 months the children are tested every 6 months. This talk will describe our general approach, with a focus on methodological decisions made concerning the need to identify stable individual differences. These points will be illustrated with data yielded from the project. isym101-1.3 Does variation in infants’ statistical learning ability predict variation in vocabulary growth? Caroline Rowland, Michelle Peter, Samantha Durrant, Amy Bidgood, Padraic Monaghan, Rebecca Frost, Colin Bannard, Evan Kidd, ESRC LuCiD Centre, University of Liverpool, United Kingdom It is generally accepted that children must be able to use statistical information in the speech stream to learn language. For example, robust results across multiple studies suggest that young infants can use transitional probabilities between adjacent phonemes to segment words from an artificial language speech stream (e.g. Saffran, Newport, & Aslin, 1996). This is considered to be a core precursor skill for the acquisition of language. However, most work to date focusses on identifying whether children can utilise statistical information in experimental paradigms. There is far less work on whether children’s statistical learning ability predicts the speed with which they subsequently learn language. This is a problem, since a clear prediction of this work is that these precursor skills will have a direct impact on children’s later language acquisition. The aim of this study was to determine whether individual variation in children’s statistical learning ability predicts how quickly they learn vocabulary. We present a subset of data from the longitudinal multi-method Language05 project, in which we are following 80 English-learning children from 6 months to 4;6 years, studying how and why children differ in the speed with which they develop language in the first five years of life. We explain how we a) adapted a classic headturn preference paradigm into an eyetracker-based method for capturing individual differences in speech segmentation ability, b) adapted habituation and eyetracking visual learning paradigms to capture individual differences in visual sequence learning speed, and c) used growth curve analysis to test whether children’s ability to learn from statistical regularities in auditory and visual stimuli predicted the speed of their later vocabulary growth. We discuss how these methods are helping us discover the learning mechanisms that underpin language development. isym101-1.4 Biomarkers for ASD: Developing infant measures sensitive to neurocognitive causal mechanisms Emily Jones, Luke Mason, Eurosibs Team Centre for Brain and Cognitive Development, Birkbeck College, United Kingdom Autism Spectrum Disorder affects social communication and flexible behaviour in up to 1% of the European population. Over the last 15 years, a large number of prospective cohort studies of infants at familial risk for ASD have revealed that behavioural symptoms of autism emerge gradually over the first three years of life. Developing effective new treatments for autism involves understanding the mechanisms underlying the emergence of these behavioural symptoms. But whilst we are beginning to be able to characterise the genetic architecture of ASD in exquisite detail, we have very little understanding of the neurodevelopmental paths that mediate between these genetic changes and behavioural symptom profiles. Developing infant ‘biomarkers’ of core neurocognitive systems that can be used in prospective studies of high risk infants is critical to this endeavour. In this talk, I will discuss how we selected core measures for use in the Eurosibs study, a multisite study of infants at high familial risk for ASD. Our protocol includes both measures designed to target particular



neurocognitive functions (like attention shifting), and measures designed to capture spontaneous eye movements and brain activity that can be subject to data mining approaches. I will present data suggesting that some of these measures predict autism outcome, are sensitive to intervention effects, and covary with risk for ASD in typical population samples. Thus, our protocol holds significant promise for new understanding of ASD. However, I will also highlight remaining challenges that are being addressed by Eurosibs, including the need for replication and larger sample sizes; and our solutions to scaling up our measures for multisite implementation. Finally, I will touch on the issue of test-retest reliability, and why this criterion may be hard to obtain for the measures most likely to be useful in understanding ASD. isym101-1.5 A multi-site collaborative approach to infant research: The ManyBabies project Christina Bergmann Laboratoire de Sciences Cognitives et Psycholinguistique, Ecole Normale Supérieure, France The ManyBabies project exemplifies a new approach in psychology: collaborative, multi-site pre-registered projects. In a first study currently underway infants' well-documented preference of infant-directed over adult-directed speech is assessed in laboratories around the globe. This study shows how sample size can be increased with minimal cost and workload for single researchers, as the creation of stimuli and testing protocols is centralized and has been pre-registered before the start of data collection. The project serves four purposes that are relevant for mapping out individual and group-level variation: First, we assess the size of the presumably robust effect in a large sample taken from diverse populations. Second, sources of individual and group-level differences can be examined directly and thus inform theories of infant development. For example, infants preference might change as they accumulate language experience. To address this question, we densely sample across ages where change is predicted and test infants aged 3 to 15 months. Further, while native language, and the associated linguistic and cultural differences, are often thought to explain (some) variability in infant data, directly assessing such predictions remains difficult without sizable cross-site coordination. At this time, labs representing 11 languages (and dialects within those languages) are poised to contribute data. Third, methods might differ in how noisy they are. Infant-directed speech preference can be assessed in a behavioral paradigm measuring headturns and by tracking eye movements automatically, or by hand. Fourth, all protocols, stimuli, analyses, an