This Center core will provide structure, direction, and standards for the rapidly emerging study of intergenerational dynamics in human development. The dual aims of this core are (1) to assist local Center researchers in the conduct of intergenerational research and (2) facilitate intergenerational behavioral investigation of behavior.
The specific aims of this core are to: 1. Serve as a resource for Center projects.
This aim i ncludes providing assistance in the selection of measures, offering consultation in the modification of research designs so they yield intergenerational information and helping in the analysis of intergenerational information. 2. Construct a core intergenerational battery. Develop a core battery of intergenerational measures that can be employed across all relevant Center projects. Such a core battery could be incorporated into diverse samples and would promote comparisons, replication, and extensions of basic findings. 3. Form a working consortium of intergenerational researcher. The consortium would include but not be limited to Center researchers, who would meet periodically in workshops each year to focus on methodological, analysis, and theoretical issues of common concern. In addition, the consortium could facilitate the sharing of common instruments and measurement strategies that could be incorporated into ongoing intergenerational investigations. 4. Promote collaborative analyses. Conduct, with the intergenerational consortium, some collaborative analyses on available data on issues of significant theoretical and social importance (e.g., cycles of violence, poverty, education achievement; grandparent-grandchild interchanges and bidirectional influences; cultural variations by the analysis of significant issues in different ecologies (regional, socioeconomic). 5. Stimulate theoretical refinements. Define and refine conceptual models of intergenerational influence and change that incorporate information available from parallel studies in the Center (e.g., the intergenerational analysis of elderly African-American twin pairs, the use of comparative designs of animals and humans). 6. Specify relations to prevention models. Explicitly specify the linkages between intergenerational research and implications for prevention or intervention with youth. This would involve, for example, the specification of intergenerational windows of change and malleability that an be used to guide the design of innovative preventive interventions. 7. Publication and dissemination. Prepare collaborative papers and a joint volume, and on the issues, methods, and finds that emerge from modern intergenerational study.

National Institute of Health (NIH)
National Institute of Mental Health (NIMH)
Specialized Center (P50)
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University of North Carolina Chapel Hill
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United States
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Copping, Kristine E; Kurtz-Costes, Beth; Rowley, Stephanie J et al. (2013) Age and Race Differences in Racial Stereotype Awareness and Endorsement. J Appl Soc Psychol 43:971-980
Xie, Hongling; Drabick, Deborah A G; Chen, Diane (2011) Developmental trajectories of aggression from late childhood through adolescence: similarities and differences across gender. Aggress Behav 37:387-404
Nehrenberg, Derrick L; Rodriguiz, Ramona M; Cyr, Michel et al. (2009) An anxiety-like phenotype in mice selectively bred for aggression. Behav Brain Res 201:179-91
Estell, David B; Farmer, Thomas W; Cairns, Beverley D (2007) Bullies and victims in rural African American youth: behavioral characteristics and social network placement. Aggress Behav 33:145-59
Xie, Hongling; Li, Yan; Boucher, Signe M et al. (2006) What makes a girl (or a boy) popular (or unpopular)? African American children's perceptions and developmental differences. Dev Psychol 42:599-612
Farmer, Thomas W; Price, LeShawndra N; O'Neal, Keri K et al. (2004) Exploring risk in early adolescent African American youth. Am J Community Psychol 33:51-9
Gottlieb, Gilbert; Blair, Clancy (2004) How early experience matters in intellectual development in the case of poverty. Prev Sci 5:245-52
Cadwallader, Tom W; Farmer, Thomas W; Cairns, Beverley D (2003) The transition to high school: a prodigal analysis of developmental pathways. New Dir Child Adolesc Dev :63-74
Farmer, Thomas W; Estell, David B; Bishop, Jennifer L et al. (2003) Rejected bullies or popular leaders? The social relations of aggressive subtypes of rural african american early adolescents. Dev Psychol 39:992-1004
Gottlieb, Gilbert; Halpern, Carolyn Tucker (2002) A relational view of causality in normal and abnormal development. Dev Psychopathol 14:421-35

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