Invited symposia

Invited symposia at the ECDP-2013 Congress:

IS1 C. Kagitcibasi & B. Pierrehumbert: Attachment and Autonomy/Relatedness: What is Universal, What is Cultural ?

Prof. Cigdem Kagitcibasi, Koc University, Istanbul, Turkey and Blaise Pierrehumbert (Switzerland)

Beiwen Chen, Wim Beyers, Stijn Van Petegem, Bart Soenens & Maarten Vansteenkiste (The Netherlands): “Where Do the Cultural Differences Lie? Adolescents as Active Agents in the Perception of and Coping with Parental Control

Nebi Sümer (Turkey): “Is Attachment Avoidance a Predominant Risk for Parenting in Relational Cultures? Comparing the US and Turkey

Heidi Keller (Germany): “Different Faces of Attachment

Cigdem Kagitcibasi (Turkey): “Autonomous-Related Self and Attachment: Overview and Discussion

IS2 R. Rueda: Behavioral and neural benefits of cognitive training across the life span

Prof. Rosario Rueda, University of Granada, Spain

Sam Wass (UK): “Improving key learning skills at early stages of development: training attentional control and working memory during infancy

Adam Moore (UK): “Facilitating healthy ageing: The Neuro-protective effects of cognitive training

Dietsje Jolles (USA): “Training-related changes in attention and memory circuits supporting the development of mathematical skills in children

Joan Paul Pozuelos (Spain): “Genetic modulation of cognitive training in preschool-aged children

IS3 K. Salmela-Aro: Motivation and wellbeing during life transitions: Life-span - life-course development

Prof. Katariina Salmela-Aro, University of Jyväskylä (Finland)

Christian Staerklé, Véronique Eicher, Mouna Bakouri, Marlène Carvalhosa Barbosa and Alain Clémence (Switzerland): “Vulnerability and life course regulation: A psychosocial approach

Kaisa Haverinen, Noona Kiuru, Esko Leskinen, Hannu Savolainen, Leena Holopainen and Katariina Salmela-Aro (Finland): “Trajectories of depressive symptoms across two educational transitions: Examination of stage-environment fit in two Finnish longitudinal studies

Ingrid Schoon (UK): “Pathways to adulthood: Slow and fast transitions

Bettina S. Wiese, Thorana Grether and Johannes O. Ritter (Germany): “Mothers’ return to paid work after childbirth: Antecedents and consequences of leave length

Tomasik, M. J. (Switzerland) and R.K. Silbereisen (Germany): “Comparing Demands of Social Change in Those Still in Training and Education and Those Beyond

IS4 T. Malti: Morality, Emotions, and the Development of Antisocial Behavior

Prof. Tina Malti, University of Toronto, Canada

Marina Camodeca & Gabrielle Coppola (Italy): “Observed Morality in Preschool Children: Association with Bullying Roles

Tobias Krettenauer (Canada), Jens B. Asendorpf and G. Nunner-Winkler (Germany): “Moral Emotion Attributions and Personality Traits as Long-Term Predictors of Antisocial Conduct in Early Adulthood: Findings from a 20-Year Longitudinal Study

Denis Ribeaud (Switzerland) and Manuel Eisner (UK): “Moral Neutralization and Self-Control as Key Predictors of Aggression in Early Adolescence

Bram Orobio de Castro (The Netherlands): “Hostile Intent Attribution and Aggression Revisited

IS5 M. Barrett & D. Lackland Sam: New Directions for the Study of Minority Youth Acculturation

Prof. Martyn Barrett, University of Surrey, UK, and Prof. David Lackland Sam, University of Bergen,Norway

David L. Sam (Norway): “Acculturation and development of young people with immigrant background: A theoretical perspective

Peter F. Titzmann (Switzerland): “Delinquent behavior of immigrants: Immigrant-specific or normative behavior?

Jochem Thijs and Maykel Verkuyten (The Netherlands): “Acculturation strategies in ethnic minority children: A contextual approach

Martyn Barrett (UK): “Complexities in the cultural positionings of ethnic minority youth

Çiğdem Kağıtçıbaşı (Turkey), discussant

IS6 S. Thomaes: Moving From “What?” and “When?” to “Why?”: How Experimental Methods Benefit Social Developmental Research

Prof. Sander Thomaes, Utrecht University, The Netherlands

Patty Leijten, Sander Thomaes, Geertjan Overbeek, Maartje Raaijmakers, Bram Orobio de Castro, Walter Matthys (The Netherlands) and Thomas J. Dishion (US): “How Experimental Methods Can Inform Parenting Intervention Theory and Development

Sander Thomaes and Eddie Brummelman (The Netherlands): ““I Can Do It!…Right?” Positive Self-Statements and Children’s Task Performance

Dorien Wuyts, Bart Soenens and Maarten Vansteenkiste (Belgium): “Why Are Some Parents More Controlling? An Experimental Investigation

David Yeager (US): “Bullying Your Way to the Top: Does a Fixed Mindset Create a Need for Social Hierarchy?

IS7 K. Verschueren: Teacher-child relationships as context for development: Launching the second generation of research

Prof. Karine Verschueren, University of Leuven, Belgium

Bridget K. Hamre and Jennifer LoCasale-Crouch (USA): “Improving the Quality of Teacher-Child Relationships: Efficacy of an Online Course for Early Childhood Teachers

Caroline Vancraeyveldt, Karine Verschueren, Sofie Wouters, Sanne Van Craeyevelt, Wim Van den Noortgate and Hilde Colpin (Belgium): “Improving Teacher-Child Relationship Quality and Behavioral Adjustment Amongst Externalizing Preschoolers: Effect of a Two-Component Intervention

Debora L. Roorda, Helma M.Y. Koomen, Jantine L. Spilt, Jochem T. Thijs and Frans J. Oort (The Netherlands): “Interpersonal behaviors and complementarity in interactions between teachers and kindergartners with a variety of externalizing and internalizing behaviors

Linda Harrison, Susan Walker and Donna Berthelsen (Australia): “Predictors of Teacher-Child Relationship Trajectories for Australian Primary School Children

Jan N. Hughes (USA): Discussant

IS8 A. Borghini & M. Debbané: Mentalizing in life transitions

Ayala Borghini, Lausanne University, Switzerland and Martin Debbané, University of Geneva, Switzerland

Carole Kapp-Joel (Switzerland): “Shifts of mentalization in clinical sample during an attachment interview

Deborah Badoud (Switzerland): “Cognitive and affective mentalizing capacities from early adolescence to young adulthood in relation to borderline traits

Martin Debbané (Switzerland): “Mentalizing and antisocial behaviours in a sample of youth offenders

Ayala Borghini (Switzerland): “Parent’s posttraumatic symptoms after a premature birth and mentalizing processes in their children 11 years after the event

IS9 C. Moro & N. Müller Mirza: Development, Culture and Materiality: Psychological and Philosophical perspectives


Prof. Christiane Moro and Nathalie Müller Mirza, Lausanne University, Switzerland

In contrast with the traditionally mentalist and individualist assumptions of contemporary psychology, the contributors of this Round-Table will discuss the epistemological and methodological issues of “keeping culture in mind” in developmental research:
If the role of language is a traditional object of study in cultural approaches, what role and place might be devoted to artifacts, and materiality in general, in order to understand development all along ontogenesis? How meaning-making processes might be investigated to apprehend the dynamics of change? How emotions might be analysed through interaction and social practices? The contributors are invited to discuss these issues by raising the questions drawing from their objects of research and by expliciting their epistemological backgrounds.

Felice Carugati (University of Bologna)
Antonio Iannaccone (University of Neuchâtel)
Christiane Moro (University of Lausanne)
Nathalie Muller Mirza (University of Lausanne)
Frédéric Nicod (University of Lausanne)

IS10 N. Müller Mirza & C. Moro: Learning, Development and Contexts. Historico-Cultural Approaches


Nathalie Müller Mirza and Christiane Moro, Lausanne University, Switzerland

In « official » psychology (Bruner, 1990), development has often been characterized as individual processes ignoring the socio-cultural contexts in which development occurs. Since the 70’s and 80’s and the rise of interest in historico-cultural approaches of development referring mainly to the seminal works of Vygotsky, the role of contexts in psychological development has been reconsidered. In this framework, context and mind are conceived as co-constitutive processes.
In this symposium, the contributions will mainly focus on development in school context. The notions of « practice » and « situation » or « setting » as theoretical tools to approach the question of the interrelation between psychological processes and their historical, cultural and institutional conditions of production will be presented and discussed.
1.  Seth Chaiklin (University College Capital, Copenhagen, Denmark): Why do cultural-historical theories of learning and development have to conceptualise institutions, and how does one start?
1.     Christiane Moro and Sophie Tapparel (University of Lausanne): The notion of « situation » in a historico-cultural framework: A way to approach development in collective settings at school
2.     Nathalie Muller Mirza and Michèle Grossen (University of Lausanne): Learning emotions. A sociocultural perspective on the transformation of emotions in educational contexts
3.     Felice Carugati (University of Bologna. Italy): Classrooms as courtrooms? A puzzling issue for contextual views of learning and development (discussion).

L. Goossens, Presidential Symposium: Gene-Environment Interaction and Methylation in Human Development

Prof. Luc Goossens, University of Leuven, Belgium, EADP President

Alain Malafosse (Switzerland) : “Gene-Environment Interaction and Epigenetic Variations in Impulsivity-Related Disorders

Michael Pluess (UK) : “Genetic Moderation of Positive Experiences: The Concept of Vantage Sensitivity

Luc Goossens, Karine Verschueren, Hilde Colpin, Karla Van Leeuwen, Wim van den Noortgate and Stephan Claes (Belgium) : “STRATEGIES: Gene-Environment Interactions and Problem Behaviors in Early Adolescence

Geertjan Overbeek (The Netherlands) : “ORCHIDS: A Randomized Trial of Gene-Based Differential Susceptibility in Childhood

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