Conclusions Analyses reveal a positive relationship between academic frustrations and mental health symptoms, the latter also negatively related to trust in the government regarding the preventive measures being implemented. Worries about becoming infected were positively related to mental health symptoms and negatively related to trust in the government. Results and implications are discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved).A well-documented finding in aging and emotion research is that older adults reliably report less negative and, often, more positive affect than younger adults. How older people accomplish this is, however, an open question. We propose that this age effect is the result of differential use of emotion regulation strategies, especially when affective states call for them. We assessed a wide range of emotion regulation strategies over 2 months of daily life (60 consecutive days, N = 9,089 observations). Sample was composed of N = 153 participants (52% female; 62.09% White, 19.61% Black or African American, 9.80% Asian,1.96% Hispanic or Latino, 1.31% Native American, and 5.23% were missing cases) ranging in age from 18 to 84 years, (M = 45, SD = 20.02). We compare three age groups young (n = 50, college students, median age of 21 years), middle aged (n = 52, university graduates, median age 44 years), and older (n = 51, university graduates, median age of 68 years). Using mixed model analyses of mood regulation strategy use, we find a main effect for age, negative affect (NA), and an interaction between NA and age, meaning that, in general, older participants’ use of emotion regulation strategy was higher with negative affect than for younger participants. In summary, older participants used a wider variety of emotion regulation strategies, and they used them most when their affective states called for them, compared to younger participants. Results are interpreted along the lines of an “older but wiser” perspective on emotional well-being and aging. (PsycInfo Database Record (c) 2020 APA, all rights reserved).How do children learn gender stereotypes? Although people commonly use statements like “Girls are as good as boys at math” to express gender equality, such subject-complement statements subtly perpetuate the stereotype that boys are naturally more skilled. The syntax of such statements frames the item in the complement position (here, boys) as the standard for comparison or reference point. Thus, when the statement concerns ability, listeners infer that this item is naturally more skilled than the item in the subject position (here, girls). In 2 experiments, we ask whether subject-complement statements could not only reinforce preexisting gender stereotypes, but also teach them. The participants were 288 adults (51% women, 49% men) and 337 children ages 7 to 11 (50% girls, 50% boys; of the 62% who reported race, 44% self-declared as White; from primarily middle-class to upper middle-class families). Participants were provided with subject-complement statements about either novel abilities (e.g., “Girls are as good as boys at trewting”) or nonstereotyped activities (e.g., “Boys are as good as girls at snapping”). Both adults and children inferred that the gender in the complement position was naturally more skilled than the gender in the subject position. Using subject-complement statements to express gender equality (e.g., “Girls are as good as boys at math”) could thus backfire and teach children that boys have more natural ability. (PsycInfo Database Record (c) 2020 APA, all rights reserved).In early adolescence, levels of conscientiousness and agreeableness have been found to temporarily decrease, with levels of neuroticism increasing, indicating a dip in personality maturation. It is unknown whether these changes are related to the process of puberty, a major developmental milestone with numerous changes for children. Ruboxistaurin Here, we first replicated the dip in personality maturity in early adolescence (N = 2640, age range 8-18, 51% girls, 65% non-Hispanic white, 21% Hispanic/Latino, 10% African American, 9% other, roughly 33% of families received means-tested public assistance) and tested associations between the Big Five personality dimensions and pubertal development and timing across late childhood and adolescence (n = 1793). Pubertal development was measured using both hormonal assays (DHEA, testosterone, and progesterone) and self-reports of secondary sex characteristics. Of hormonal measures, only higher DHEA concentrations were associated with lower conscientiousness and openness. Nonparametric moderation analyses using LOSEM indicated Complex Age × Sex interactions involving all three hormones. Self-reported pubertal development was associated with lower extraversion, conscientiousness, agreeableness, and openness. More advanced pubertal timing was also related to lower levels of extraversion, conscientiousness, and agreeableness. All associations were small. As some evidence was found for small associations between pubertal development and lower levels of conscientiousness and agreeableness, a dip in personality maturation in these personality traits may be partly due to pubertal development in early adolescence. Overall, results did not indicate that pubertal development was the primary explanation of the maturity dip in adolescent personality. Many small influences likely accumulate to explain the dip in personality maturity in early adolescence. (PsycInfo Database Record (c) 2020 APA, all rights reserved).As they develop into mature speakers of their native language, infants must not only learn words but also the sounds that make up those words. To do so, they must strike a balance between accepting speaker-dependent variation (e.g., mood, voice, accent) but appropriately rejecting variation when it (potentially) changes a word’s meaning (e.g., cat vs. hat). This meta-analysis focuses on studies investigating infants’ ability to detect mispronunciations in familiar words, or mispronunciation sensitivity. Our goal was to evaluate the development of infants’ phonological representations for familiar words as well as explore the role of experimental manipulations related to theoretical questions and of analysis choices. The results show that although infants are sensitive to mispronunciations, they still accept these altered forms as labels for target objects. Interestingly, this ability is not modulated by age or vocabulary size, suggesting that a mature understanding of native language phonology may be present in infants from an early age, possibly before the vocabulary explosion.