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23-27 August, 2011
TS33.5
FRIDAY 26 AUGUST
Jess Mahdavi* & Claire Monks
Subjective developmental theories: Successful aging from an individuals´ point of
view
Irene Strasser*
13.00 – 14.30 TRACK 9
SYMPOSIUM
THE IMPACT OF TECHNOLOGY ON RELATIONSHIPS IN EDUCATIONAL SETTINGS:
SOME BEST PRACTICES
Troldtog
Chair: Angela Costabile
Discussant: Ersilia Menesini
S25 S25.1 Positive use of ICT
Barbara Spears*, A.L. Palermiti, M. G. Bartolo, A: Costabile, & J. Kofoed
S25.2 Pro-sociality and positive use of the Internet: Spanish initiatives
Rosario Del Rey*, Virginia Sánchez, & Rosario Ortega
S25.3 Positive use of the Internet by notebook classes: Evaluation und recommendations
Vera Popper*, Christiane Spiel, & Dagmar Strohmeier
15.00 – 15.45 KEYNOTE PRESENTATION VI
KEYNOTE
Chair: Luc Goossens
Peer Gynt
Gene Environment Interdependence: Concepts, Science and Policy
KN6
Michael Rutter
16.15 – 17.45 TRACK 1: BULLYING
THEMATIC SESSION BULLYING I
Peer Gynt
Chair: Peter K. Smith
TS34 TS34.1 An Ecological Model to Prevent Bullying in Schools
Susana Carvalhosa*
TS34.2 Chinese School-aged Victims’ Responses towards Aggression: The Roles of
Personal Traits and Social Adjustments
Xiang Li* & Annis Lai-chu Fung
TS34.3 Cyberbullying – opportunities for change by an intervention program in German
middle schools
Anne Siebenbrock*, Anja Schultze-Krumbholz,& Herbert Scheithauer
TS34.4 How deviant are bullies, victims and bully-victims at school
Mona Elin Solberg*, Dan Olweus, & Inger M. Endresen
TS34.5 A study of sexual orientation and bullying behaviour amongst fifth-year secondary
school students in Ireland.
Stephen James Minton*
16.15 – 17.45 TRACK 2: COGNITIVE AND LANGUAGE DEVELOPMENT
THEMATIC SESSION COGNITIVE SCIENCE AND DEVELOPMENT IV
Bukken
Chair: Lavinia Cheie
TS35 TS35.1 The role of symbolic representation in cognitive activity of young schoolchildren (on
the example of acquirement of the mathematical concept of a function)
Aleksander Veraksa*
TS35.2 Environmental regularity can affect the efficacy of wayfinding and accuracy of
survey knowledge: Evidence from children’s virtual reality exploits.
Mike Van Duuren*, Katrina Cole, Francine L. Dolins, & Christopher Klimowicz
TS35.3 Nominal compound acquisition in Turkish speaking pre-school children: A
comparative study between 2 and 4 years-olds
Sibel Özer* & Annette Hohenberger
TS35.4 Ability of children to delay gratification in an exchange task
Sophie Steelandt*, Bernard Thierry, Marie-Hélène Broihanne, & Valérie Dufour
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