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23-27 August, 2011<br />
Friday 26 August 2011<br />
FRIDAY 26 AUGUST<br />
08.30 – 10.00 TRACK 1: BULLYING<br />
SYMPOSIUM<br />
NEW CONTEXTS OF VULNERABILITY AND PROTECTION IN SCHOOL BULLYING:<br />
THE INDIVIDUAL, TECHNOLOGY AND INTERVENTION<br />
Peer Gynt<br />
Chair: Kevin van der Meulen<br />
Discussant: Yuichi Toda<br />
S16 S16.1 Prevalence of bullying in secondary school by SEN type: Secondary analysis of<br />
combined NPD and LSYPE data files<br />
Paul Naylor*, Eric Emerson, Jeremy Dawson, Digby Tantam, & Laura Lara<br />
S16.2 Cyberbullying among Spanish secondary school students: data from a preliminary<br />
national survey<br />
Cristina del Barrio*, MJ. de Dios, I. Montero, E. Martín, E. Ochaíta, E. Espinosa, H.<br />
Gutiérrez & A. Barrios<br />
S16.3 An Anti-Bullying Intervention In Schools: Cross-National Comparative Evaluation of<br />
the PEPE project In England & Spain<br />
Kevin van der Meulen*, Paul Naylor, & Cristina del Barrio<br />
08.30 – 10.00 TRACK 2: COGNITIVE AND LANGUAGE DEVELOPMENT<br />
SYMPOSIUM<br />
MEMORY IN INFANCY AND CHILDHOOD: NEW FINDINGS FROM EXPERIMENTAL,<br />
LONGITUDINAL AND ELECTROPHYSIOLOGICAL DEFERRED IMITATION STUDIES<br />
Klokkeklang<br />
Chair: Thorsten Kolling<br />
Discussant: Monika Knopf<br />
S17 S17.1 Flexibil<strong>it</strong>y of early memories: Deferred im<strong>it</strong>ation in two s<strong>it</strong>uations w<strong>it</strong>h change of<br />
contextual relevance<br />
Ildikó Király*, Dora Kampis, Kata Krekó, & József Topál<br />
S17.2 Episodic memory development: Self-moderated stabil<strong>it</strong>ies of deferred im<strong>it</strong>ation<br />
performance through the second year<br />
Thorsten Kolling*, Claudia Goertz & Monika Knopf<br />
S17.3 Further exploration into the infant’s mind: Early memory, individual differences and<br />
electrophysiological correlates<br />
Mikael Heimann*, Emelie Nordqvist, & Tomas Tjus<br />
08.30 – 10.00 TRACK 3: INFANTS AND PSYCHOBIOLOGICAL DEVELOPMENT<br />
INVITED<br />
SYMPOSIUM<br />
WHERE DEVELOPMENTAL PROGRAMMING STARTS: EVIDENCE FROM FETUS,<br />
INFANT AND CHILD BRAIN BEHAVIOUR STUDIES<br />
Troldtog<br />
Chair: Bea Van den Bergh<br />
IS8 IS8.1 W<strong>here</strong> developmental programming starts: evidence from fetus, infant and child<br />
brain-behaviour studies<br />
Bea Van den Bergh*<br />
IS8.2 Is t<strong>here</strong> evidence of the development of fetal facial expressions<br />
Brian Francis, Nadja Reissland*, & Karen Lincoln<br />
IS8.3 Effects of placental insufficiency on fetal and infant aud<strong>it</strong>ory processing:<br />
Implications for language learning<br />
Barbara S. Kisilevsky* Sylvia M.J. Hains, & Gregory A.L. Davies<br />
IS8.4 Developmental programming: the association between prenatal maternal anxiety<br />
w<strong>it</strong>h cogn<strong>it</strong>ion and behaviour at (pre)school age<br />
Eva M. Loomans*, Odin van der Stelt, Manon van Eijsden, Tanja Vrijkotte, Reinoud<br />
Gemke, & Bea Van den Bergh<br />
IS8.5 Effects of prenatal malnutr<strong>it</strong>ion, stress and glucocorticoid treatment on functional<br />
brain development in utero and postnatally<br />
Matthias Schwab*<br />
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