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23-27 August, 2011<br />
PSII.115<br />
THURSDAY 25 AUGUST<br />
Sladjana Djurić* & Branislava Popović-Ć<strong>it</strong>ić<br />
Recording of a normative sample and verification of the qual<strong>it</strong>y of the Anxiety<br />
Screening for Kids (ASK)<br />
Nina Krueger*<br />
13.00 – 14.30 TRACK 1: BULLYING<br />
SYMPOSIUM<br />
UNDERSTANDING THE MULTIPLE ROLES TAKEN IN BULLYING SITUATIONS:<br />
INNOVATIVE APPROACHES AND ANALYSES<br />
Peer Gynt<br />
Chair: Virpi Pöyhönen<br />
Discussant: Dan Olweus<br />
S10 S10.1 Different forms of bullying and victimization: Bully-victims versus bullies and victims<br />
An Yang* & Christina Salmivalli<br />
S10.2 The role of individual and classroom factors in the development of bullying across<br />
adolescence: a multilevel long<strong>it</strong>udinal approach<br />
Annalaura Nocentini*, Ersilia Menesini, & Christina Salmivalli<br />
S10.3 Defending the Victimized Classmates: What Explains Variation Between Individuals<br />
and Between Classrooms<br />
Virpi Pöyhönen*, Jaana Juvonen, & Christina Salmivalli<br />
13.00 – 14.30 TRACK 2: COGNITIVE AND LANGUAGE DEVELOPMENT<br />
SYMPOSIUM<br />
WORKING MEMORY AND EXECUTIVE FUNCTIONING: EXPLORING INDIVIDUAL<br />
DIFFERENCES AND LEARNING OUTCOMES<br />
Klokkeklang<br />
Chair: Laura Visu-Petra & Kerry Lee<br />
Discussant: Charlie Lewis<br />
S11 S11.1 The development of mathematical strategies and relations w<strong>it</strong>h working memory<br />
Sanne van der Ven*, Jan Boom, Evelyn H. Kroesbergen, & Paul P.M. Leseman<br />
S11.2 Assessment of the valid<strong>it</strong>y of a Computerised Assessment Technique (CAT)<br />
compared w<strong>it</strong>h equivalent Paper and Pencil tests of Executive Functions in 7-9 yr old<br />
children<br />
Candan Ertubey*, Pat Roberts, Kevin Teoh, Paul Cavendish & Ian Robertson<br />
S11.3 Individual differences in tra<strong>it</strong> anxiety and executive functioning in young children<br />
Laura Visu-Petra*, Lavinia Cheie, Oana Benga, & Tracy Packiam Alloway<br />
S11.4 Can working memory training improve children’s learning and attainment<br />
Helen St Clair-Thompson*<br />
S11.5 Does executive functioning predict mathematical achievement<br />
Kerry Lee*<br />
13.00 – 14.30 TRACK 3: INFANTS AND PSYCHOBIOLOGICAL DEVELOPMENT<br />
THEMATIC SESSION PSYCHOBIOLOGICAL DEVELOPMENT I<br />
Troldtog<br />
Chair: Mikael Heimann<br />
TS20 TS20.1 Genetic origin of the relationship between parental negativ<strong>it</strong>y and behavior problems<br />
from early childhood to adolescence: a long<strong>it</strong>udinal genetically informative design<br />
Silvia Alemany*, F.V. Rijsdijk, C.M.A. Haworth, L. Fañanás, & R. Plomin<br />
TS20.2 The molecular genetic basis of negative affectiv<strong>it</strong>y as a temperamental tra<strong>it</strong><br />
Wojciech Dragan*, Włodzimierz Oniszczenko, Anna Grzywacz, Beata Pawlus & Jerzy<br />
Samochowiec<br />
TS20.3 Emerging Social Minds- Insights from Studying the Infant Brain<br />
Tobias Grossmann*<br />
TS20.4 What is special about mathematics: Twin investigation into genetic and<br />
environmental sources of variation in 'number sense'<br />
Yulia Kovas*, Maria Tosto, Robert Plomin<br />
13.00 – 14.30 TRACK 4: FAMILY RELATIONS<br />
50
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