Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Information Processing Approach01:30

Information Processing Approach

855
The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
855
Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

1.4K
Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings....
1.4K
Revisionist Views of Adolescent and Adult Cognition01:24

Revisionist Views of Adolescent and Adult Cognition

440
A revisionist approach to Jean Piaget's theory of cognitive development has brought new insights that challenge and reinterpret his established ideas. Piaget proposed that the formal operational stage, emerging in adolescence, represents the culmination of cognitive maturity. During this stage, individuals are said to develop abstract thinking, engage in systematic problem-solving, and show a form of egocentrism, believing others are as preoccupied with their behavior as they are...
440
Social Foundations of Self II: The Generalized Other01:20

Social Foundations of Self II: The Generalized Other

422
According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group...
422
Bullying02:04

Bullying

9.0K
A modern form of aggression is bullying. As you learn in your study of child development, socializing and playing with other children is beneficial for children’s psychological development. However, as you may have experienced as a child, not all play behavior has positive outcomes. Some children are aggressive and want to play roughly. Other children are selfish and do not want to share toys. One form of negative social interactions among children that has become a national concern is...
9.0K
Conduct Disorder01:28

Conduct Disorder

960
Conduct disorder is a complex mental health diagnosis characterized by a repetitive and persistent pattern of behavior that violates societal norms, the rights of others, or age-appropriate rules. The diagnostic criteria for conduct disorder require the presence of at least three problematic behaviors within the past 12 months, with at least one occurring in the past six months. These behaviors are grouped into four categories: aggression toward people and animals; destruction of property;...
960

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Personality Inventory for the DSM-5 trait correlates with self-reported acts of rape.

Current issues in personality psychology·2025
Same author

Self-reported health profiles of trauma victims with and without psychiatric histories.

Health psychology report·2024
Same author

Boys Round Here: The Relationship Between Masculine Honor Ideology, Aggressive Behavior, Race, and Regional Affiliation.

Journal of interpersonal violence·2022
Same author

The Role of Children's PTSD Symptomatology in Non-Offending Caregivers' Secondary Traumatic Stress Symptomatology Following Disclosures of Sexual or Physical Abuse.

Journal of child & adolescent trauma·2022
Same author

Childhood adversity links to self-reported mood, anxiety, and stress-related disorders.

Journal of affective disorders·2021
Same author

PID-5 Trait Indicators of Emotional Instability and Childhood Adversity Antecedents.

Psychological reports·2020

Related Experiment Video

Updated: Apr 17, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

9.4K

Child Peer Abuse and Perceptions of Executive-Functioning Competencies.

Jessica R Mugge1, Samantha L Chase2, Alan R King3

  • 1a Behavioral Health Unit , Trinity Community Clinic , Williston , North Dakota.

Applied Neuropsychology. Child
|February 5, 2015
PubMed
Summary

Childhood bullying experiences were linked to lower self-perceived organizational skills in adulthood, impacting executive functioning (EF) assessments. Further research is needed to explore these developmental connections.

Keywords:
executive functioningpeer bullyingrelational aggression

More Related Videos

Experimental Paradigm for Measuring the Effects of Self-distancing in Young Children
07:01

Experimental Paradigm for Measuring the Effects of Self-distancing in Young Children

Published on: March 1, 2019

8.6K
Using Brain Activation nir-HEG/Q-EEG and Execution Measures CPTs in a ADHD Assessment Protocol
13:09

Using Brain Activation nir-HEG/Q-EEG and Execution Measures CPTs in a ADHD Assessment Protocol

Published on: April 1, 2018

11.1K

Related Experiment Videos

Last Updated: Apr 17, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

9.4K
Experimental Paradigm for Measuring the Effects of Self-distancing in Young Children
07:01

Experimental Paradigm for Measuring the Effects of Self-distancing in Young Children

Published on: March 1, 2019

8.6K
Using Brain Activation nir-HEG/Q-EEG and Execution Measures CPTs in a ADHD Assessment Protocol
13:09

Using Brain Activation nir-HEG/Q-EEG and Execution Measures CPTs in a ADHD Assessment Protocol

Published on: April 1, 2018

11.1K

Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Psychometrics

Background:

  • Executive functioning (EF) research increasingly incorporates self-reported competency.
  • Prior research has emphasized genetic/biological origins of EF over developmental factors.
  • Self-report measures like the Executive Functioning Index (EFI) and BRIEF-A identify potential EF deficits.

Purpose of the Study:

  • To investigate the link between retrospective accounts of childhood bullying and adult self-perceptions of executive functioning.
  • To examine associations between bullying experiences and specific subscales of the EFI and BRIEF-A.
  • To explore developmental origins of executive functioning deficits.

Main Methods:

  • Three independent samples were analyzed using retrospective accounts of childhood bullying.
  • Adult participants completed the Executive Functioning Index (EFI) and the Behavior Rating Inventory of Executive Function (BRIEF-A).
  • Associations between bullying experiences and EFI/BRIEF-A subscale scores were examined.

Main Results:

  • Childhood bullying was significantly associated with lower perceived competency in organizational skills across all three samples.
  • Effect sizes for the association between bullying and organizational skills ranged from .50 to .74.
  • No association was found between childhood bullying and deficits on Continuous Performance Test subscales.

Conclusions:

  • Childhood bullying experiences may alter adult self-perceptions of executive functioning, particularly in organizational skills.
  • Developmental experiences, such as bullying, can influence how individuals perceive their cognitive strengths and weaknesses.
  • Further research with larger samples and diverse testing tasks is warranted to elucidate the complex relationship between bullying and executive functioning acquisition.