Level Of Cognitive Development Research Articles

The technique of project activity: A new approach in Russian preschool

The project-activity approach is widely used today not only in school education but also in work with small children (for example, Grzegorzewska & KoniecznaBlicharz, 2011; Katz & Chard, 2000; Kogan & Pin, 2009). Although project activity has been a part of Russian school education since the 1990s, in preschool education it hasn't been recognized as a separate tool for organizing children's activity.Historical backgroundProject activity in Russia originated as a technique for working with intellectually gifted children and was developed by a team of researchers under the scientific guidance of L. Venger (1988). Venger based his research on the cultural-historical theory of L. Vygotsky. According to Vygotsky (1978), child development is a gradual entry into human culture through the mastery of cultural tools--that is, through the development of opportunities to explore the world and interact with it using culturally available methods. These culturally available tools are used not only to change the child's interaction with the world but also to change the child. Vygotsky's student A. N. Leontiev (2000) defined children's psychological development as a process of mastering various types of activity, such as play and productive activity (building, drawing, sculpting, and so forth); in other words, child development is conditioned by activity and occurs during it. Therefore, the products of children's activity are not deemed to seriously affect their development (for example, a drawing made by a child is a part of drawing activity, which exists outside the system of social interactions).We began our work in 1998 in the city of Novouralsk with 2 preschools and 50 children who were 5 years of age (27 girls and 23 boys, M = 62 months). The city was a scientific center with a large population of highly skilled specialists. The proportion of children with a high level of cognitive development in the city's kindergartens was higher than the proportion in the rest of the country's preschools.Our research showed the existence of two opposing approaches in educational work with preschool children (Veraksa & Bulicheva, 2003). In the first one, children are given maximal freedom of action; in the other their activity is rigidly determined by the grown-ups. Both approaches have, in our opinion, serious shortcomings. In the first one the entire activity of children, although encouraging their individuality, doesn't realize itself in cultural forms and therefore precludes children's proper acquisition of cultural tools and of socialization. In the second approach, even though activity is entirely cultural, it is absolutely deindividualized. For this reason there is a particular need not only to get children acquainted with the culture but also to give them the opportunity to meaningfully express their individuality in cultural forms.Our task was to combine these two approaches in a way that encourages children's initiative. Our work resulted in project activity, in the frame of which children create socially significant products using culturally acceptable means. We turned to project activity in our work with gifted children because the need for socially meaningful cultural expression of their individuality was vivid and clearly presented. Project activity is not something a child does (drawing, reading, sculpting) but the process for doing so. In other words, the participating kindergartens had to rethink children's activity within the framework of the project approach (as a rule, project activity in kindergarten was presented one to two days a week). Later this technique proved to be effective for children at various levels of cognitive development.Main features of project activityThe first feature of project activity is that it is used only where there is a problem situation that cannot be resolved by direct action. By direct action we mean an action that is performed without a preliminary orientation to the situation and that does not require identification of resources (everything necessary for performing the action is available to the child). …

Play-based interventions and resilience in children

Researchers have long studied the concept of resilience in childhood to better understand why some children thrive despite harsh circumstances whereas others do not. While there is little consensus regarding the definition of resilience or the ability to fully account for successful outcomes in the field, the importance of an individual’s ability to positively adapt is clear (Luthar et al., 2000; Masten, 2001). The importance of fostering positive adaptation skills in childhood cannot be overlooked as a form of both prevention and early intervention. An estimated one in ten children suffers from a mental health issue significant enough to impact his or her functioning (Stagman and Cooper, 2010). Traditional talk therapy options are not generally as successful for small children due to their level of verbal and cognitive development (Landreth, 2012). Ginsburg (2011), a well-known American pediatrician posited seven components that help build resilience in children: competence, confidence, connection, character, contribution, coping, and control. Ginsburg’s seven-factor model of resilience represents a strength-focused approach to child development, parenting, and intervention designed to foster opportunities and environments in which children can thrive. This article builds on Ginsburg’s theoretical framework and suggests strength-based play therapy interventions that may help children to develop these resilience traits. Key words: Resilience, play therapy, children.

Challenges in treatment of sexually abused preschoolers: A pilot study of TF-CBT in Quebec

Summary Symptoms of preschoolers following sexual abuse are not as well documented as for other age groups. This is true both in terms of the associated consequences as well as treatment outcomes. This limitation may be related to the fact that preschoolers represent a subgroup for which it is particularly challenging to substantiate sexual abuse allegations. Younger children also represent a challenge in intervention due to their level of cognitive development and their limited ability to comprehend such complex topics, such as sexuality. Assessing the effects of interventions with this subgroup of children therefore represents a priority in the field. The aim of this paper is to discuss the challenges inherent to the implementation of a cognitive behavioural treatment, namely the Trauma-Focused-Cognitive Behavioural Therapy (TF-CBT; Cohen et al., 2006) with sexually abused preschoolers and to present the results of a pilot study assessing it's effects with a sample of 25 children. Results reveal positive outcomes related to treatment participation both in children and in their accompanying parent. Preschoolers have demonstrated a significant decrease in internalised and externalised behaviour problems as well as a decrease in dissociation symptoms. A significant decrease in psychological distress and post-traumatic stress symptoms was also observed in children's parents following therapy. A follow-up assessment conducted 1 year following the initial assessment revealed that therapeutic gains were maintained over time. Clinical experience highlights specific challenges with preschoolers that are discussed in terms of treatment adaptation.

Serum vitamin D and folate levels in children with autism spectrum disorders

It has recently proposed that vitamin D and folate may be involved in the aetiology of autism. We investigated the serum levels of vitamin D, calcium (Ca), phosphorus (P), alkaline phosphatase (ALP) and folate in 54 young children, aged 3–8 years, with autism spectrum disorders (ASD) and in 54 age and gender matched normal controls. Vitamin D, Ca, P, ALP and folate levels in children with ASD were not different from control group. The correlational analysis in children with ASD revealed that Aberrant Behaviour Checklist, Autism Behaviour Checklist, and Childhood Autism Rating Scale scores and the level of cognitive development were not correlated with these laboratory findings. Our findings do not support the idea that serum levels of vitamin D and folate might be low in children with ASD. Nevertheless, it is possible that vitamin D and folate deficiency may be playing a role in development of ASD at earlier ages or during prenatal period.

Behavioral outcomes at corrected age 2.5 years in children born extremely preterm.

This study examined a national cohort of 2.5-year-old children born extremely preterm with respect to behavioral problems from the perspective of parents and whether developmental variables mediated the effects of extreme prematurity on behavioral problems. As a part of the Extremely Preterm Infants in Sweden Study (EXPRESS), 344 children born before 27 weeks of gestation and 338 control children were given the Cognitive, Language, and Motor Scales of the Bayley-III and the Parent report Child Behavior Checklist/1½-5 (CBCL/1½-5). CBCL/1½-5 assigns 7 syndrome scores, further classified into composite scores for internalizing and externalizing behavior as well as total problems. Group differences in behavioral difficulties and prevalence of clinical problems were calculated. Bayley-III scores were used in regression models to determine if developmental factors mediated the effects of extreme prematurity on behavioral problems, after controlling for sociodemographic factors. Preterm children had significantly higher mean T-scores on internalizing, externalizing, and total problems, as compared with the control subjects, but these were still within the average range. However, the proportion of subjects showing behavioral problems within the clinical range was significantly higher in the preterm group. Levels of cognitive, language, and motor development mediated the between-group differences in behavioral problems. Our findings encourage behavioral assessments during preschool years and emphasize the importance of considering multifactorial pathways of prediction when examining prematurity outcome.

The relation of infant attachment to attachment and cognitive and behavioural outcomes in early childhood

BackgroundIn China, research on the relation of mother–infant attachment to children's development is scarce. AimsThis study sought to investigate the relation of mother–infant attachment to attachment, cognitive and behavioural development in young children. Study designThis study used a longitudinal study design. SubjectsThe subjects included healthy infants (n=160) aged 12 to 18months. Outcome measuresAinsworth's “Strange Situation Procedure” was used to evaluate mother–infant attachment types. The attachment Q-set (AQS) was used to evaluate the attachment between young children and their mothers. The Bayley scale of infant development-second edition (BSID-II) was used to evaluate cognitive developmental level in early childhood. Achenbach's child behaviour checklist (CBCL) for 2- to 3-year-olds was used to investigate behavioural problems. ResultsIn total, 118 young children (73.8%) completed the follow-up; 89.7% of infants with secure attachment and 85.0% of infants with insecure attachment still demonstrated this type of attachment in early childhood (κ=0.738, p<0.05). Infants with insecure attachment collectively exhibited a significantly lower mental development index (MDI) in early childhood than did infants with secure attachment, especially the resistant type. In addition, resistant infants were reported to have greater social withdrawal, sleep problems and aggressive behaviour in early childhood. ConclusionThere is a high consistency in attachment development from infancy to early childhood. Secure mother–infant attachment predicts a better cognitive and behavioural outcome; whereas insecure attachment, especially the resistant attachment, may lead to a lower cognitive level and greater behavioural problems in early childhood.

Cognitive Development Considerations to Support Bereaved Students: Practical Applications for School Psychologists

Despite the number of deaths that occur worldwide each year and their negative effects on school-aged children and teenagers, teachers and school psychologists report not being properly prepared to assist grieving students (Adamson and Peacock, Psychology in the Schools, 44, 749–764, 2007; Pratt et al. Education, 107, 279–286, 1987). Therefore, it is vital that school psychologists increase their comfort in supporting bereaved students and help foster a greater understanding and acceptance surrounding death in the schools. Since an individual’s understanding of death differs depending on his/her age and cognitive development, the current paper provides school psychologists with essential information to support bereaved students of all ages. Specific symptoms and considerations pertaining to different levels of cognitive development are first described. Next, developmentally appropriate strategies that can easily be applied in school settings are provided. The paper concludes with a case study describing the interventions utilized and comparing the outcomes in two school-based bereavement groups. Practical implications and areas for future research are also provided.

Aspects théoriques et pratiques de la remédiation cognitive dans la déficience intellectuelle du jeune adulte : La « Cognitive Remediation Therapy » (CRT) peut-elle être adaptée ?

Teenagers and adults with intellectual disabilities are nowadays "over-handicapped", often due to lack of care in self-sufficiency and continued learning, two essential domains for living in a community. Their cognitive limits, particularly on the executive functions, could be an obstacle to their involvement in the daily life activities, through their difficulties to plan, anticipate, shift and maintain information in working memory. These high level mental functions can be taught with the CRT program (Cognitive Remediation Therapy-Wykes and Reader 2005) developed in other pathologies and providing an adaptation regarding the developmental level of the person. Firstly, it is essential to determine cognitive developmental levels of the teenager or the adult, using standard tools, such as Wechsler scales. Secondly, functional and/or adaptative levels have to be assessed using specific tools, such as the Vineland Adaptative Behavior Scale 2nd Edition (VABS-II, Sparrow et al., 2005) and the Functional Intervention Scale (EFI, Willaye et al., 2005). Finally, in order to clearly distinguish what are the preserved and impaired cognitive domains, standard tools assessing executive functions such as the Wisconsin Card Sorting Test, the Tower of London, Stroop Test and BADS are used if possible for the patient. The setting of cognitive remediation programs, previously developed for schizophrenic patients, requires adaptation for teenagers and adults with intellectual disabilities, taking into account the limitation of their cognitive abilities. In this paper, we will show that the CRT method for cognitive remediation is particularly relevant for subjects with intellectual disabilities. This method is hence focused on strategies and exercises to improve working memory, categorization and moreover executive functions. Of course this method might need adaptations, with examples based on simplification of the different tasks, notably for verbal materials, and with variations of the media used. These sessions will be part of a wider individualized caring project, allowing the person to transfer the cognitive acquisitions to his/her daily life. The use of cognitive programs adapted to people with intellectual disabilities can provide benefits in the development of autonomy and daily life activities, leading to a better quality of life and self-esteem.

Cochlear implantation outcome for deaf children with additional disabilities: A systematic review

Objective: To investigate the improvement in different skills following cochlear implantation (CI) in deaf children with additional disabilities (AD), and present an overview of the different outcome measures and the corresponding tests used. Methods: The MEDLINE and Embase databases were searched for studies published in English, Italian, French, German, Spanish or Dutch, up to 4 December 2013, including studies published ahead of print. The search was directed toward studies with a clear diagnosis of additional disability. Only studies including a comparison with pre-CI data of the same group or with post-CI performance of a control group were retained. Two reviewers independently assessed methodological quality and extracted data from the studies by means of forms. Because of the heterogeneity of the study groups and the reported outcome measures, meta-analysis was not possible. Data were collected in tables and described by means of a structured review. Results: The initial search yielded 464 unique studies, of which 41 met the inclusion criteria. These studies show that children with AD improve on average in most of the outcome measures, although often to a lesser degree and more slowly than their peers with cochlear implants and no AD. However, in cases of mild AD, they may reach similar skills to normally developing peers. Many receive measurable benefit from CI that adds to their quality of life. Conclusions: There is a need for alternative tools for measuring those outcomes that are difficult to quantify. Early implantation appears to be beneficial and, over the last 13 years, the mean average age of CI in children with AD decreased from 45 to 30 months. There is ample consensus that cognitive and global developmental levels have significant implications for expectation of benefit and are accurate predictors of certain outcomes.

Matching variables for research involving youth with Down syndrome: Leiter-R versus PPVT-4.

Much of what is known about the cognitive profile of Down syndrome (DS) is based on using either receptive vocabulary (e.g., PPTV-4) or nonverbal ability (e.g., Leiter-R) as a baseline to represent cognitive developmental level. In the present study, we examined the relation between these two measures in youth with DS, with non-DS intellectual disability (ID), and with typical development (TD). We also examined the degree to which these two measures produce similar results when used as a group matching variable. In a cross-sectional developmental trajectory analysis, we found that the relation between PPVT-4 and Leiter-R was largely similar across groups. However, when contrasting PPVT-4 and Leiter-R as alternate matching variables, the pattern of results was not always the same. When matched on Leiter-R or PPVT-4, the group with DS performed below that of the groups with ID and TD on receptive grammar and below the group with TD on category learning. When matched on the PPVT-4, the group with ID performed below that of the group with TD on receptive grammar and category learning, but these differences between the groups with ID and TD were not found when matched on the Leiter-R. The results of the study suggest that the PPVT-4 and Leiter-R are interchangeable at least for some outcome measures for comparing youth with DS and TD, but they may produce different results when comparing youth with ID and TD.

Basic numerical processes in very preterm children: A critical transition from preschool to school age

BackgroundSerious difficulties in formal mathematical skills have been identified in preterm children. By contrast, basic-level numerical skills like magnitude judgments have not yet been tested in these children. AimsThe aim of the present research was to investigate whether preterm birth also affects these basic numerical abilities, with particular attention to the transition from preschool to formal education. MethodOne hundred-forty very preterm children and 60 age-matched controls were recruited in a cross-sectional study at 6 and 8years of age. Magnitude comparison tasks with non-symbolic dot displays or symbolic Arabic-number stimuli, measuring accuracy and reaction time, were administered to participants. We also investigated explicit number knowledge, as well as general cognitive developmental levels, to gain a broader picture of preterm abilities. ResultsDespite no general cognitive delay, the more simple approximate non-symbolic representation of numerical magnitude was affected by preterm birth, with slower reaction times at both ages compared to controls. Additionally, clear difficulties in the construction of the symbolic representation of numerical magnitude and in explicit number knowledge emerged in the 6-year-old preterm children, with a recovery from this serious delay finally by 8years. ConclusionsThe serious delays identified here in basic numerical abilities in preterm children, despite normal IQ, point to the need for further studies in order to elucidate the relationship between basic numerical abilities and subsequent difficulties in formal mathematic achievement at school.

THE EFFECTS OF COGNITIVE CONFLICT MANAGEMENT ON COGNITIVE DEVELOPMENT AND SCIENCE ACHIEVEMENT

Three teaching methods were compared in this study, namely a Cognitive Conflict Management Module (CCM) that is infused into Cognitive Acceleration through Science Education (CASE), (Module A) CASE without CCM (Module B) and a conventional teaching method. This study employed a pre- and post-test quasi-experimental design using non-equivalent control groups. The design involved 130 participants from Form 2 (Grade 7) in a Malaysian secondary school. The cognitive level of all participants was classified as non-formal operational on the pre-test and were allocated to one of the four intact groups: experimental group 1, EP1 experienced Module A, experimental group, and EP2 experienced Module B, while the others were divided between two control groups. The impact of the three teaching methods on the level of cognitive development and science achievement were observed after a 20-week intervention. Data were analysed using multivariate analysis of variance/multivariate analysis of covariance, analysis of covariance and a paired-samples t test. It is hoped that this study can contribute to knowledge in the field of cognitive intervention and cognitive conflict strategy. The findings show that a high dose of cognitive intervention in CASE activities within a short period has an effect on the levels of students’ cognitive development, standard science achievement and constructive cognitive conflict.

Avaliação do desenvolvimento cognitivo e afetivo-social de crianças com perda auditiva

OBEJTIVO: avaliar o nível de desenvolvimento cognitivo e afetivo-social de crianças com diagnóstico de deficiência auditiva. MÉTODO: participaram do estudo 50 crianças com diagnóstico de deficiência auditiva, com idade média de 16,1 meses, de ambos os gêneros. Empregou-se a entrevista semi-estruturada com os pais para a obtenção da história de vida da criança, a Escala de Desenvolvimento Comportamental e a Escala de Avaliação da Reação de Retração do Bebê. RESULTADO: o estudo identificou 80% das crianças com perda auditiva profunda bilateral. O Quociente de Desenvolvimento na normalidade ocorreu em 76% da amostra, sendo as funções da linguagem e pessoal-social, as mais prejudicadas. Os níveis de ajustamento afetivo e interacional foram caracterizados pelas reações de alarme para problemas de interação pessoal-social. CONCLUSÃO: as competências defasadas de habilidades verbais e não-verbais mostraram implicações no desenvolvimento cognitivo, sugestivas da condição da criança com perda auditiva e dos fatores de risco associados, com limitação circunstancial a trocas comunicativas que promovem o desenvolvimento de competências adaptativas e o fortalecimento da auto-estima para as relações.

Addressing the Full Range of Students: Challenges in K-12 Computer Science Education

While computer science is firmly established in higher education, introducing and maintaining CS as a regular K-12 subject remains a major challenge. From a pedagogical perspective, this requires adapting the curriculum to students at widely varying levels of cognitive development and training teachers to enable both knowledge construction and competency development.

초등 영재와 일반 학생의 인지발달 및 논리적 사고력 형성 수준 비교

The purpose of this study was to investigate cognitive development and logical thinking formation levels of elementary gifted students and to compare with those of elementary regular students. For this purpose, 79 gifted elementary school students and 114 regular elementary school students in Kyunggi Province were participated, and GALT(Group Assessment of Logical Test) was administered to them. The results obtained in this study were as follows. First, the logical thinking scores of elementary gifted students were significantly higher than general students`(p.05). The gifted boys reached formal operation more than gifted girls, but stayed more in the concrete operation. There was gender difference in correlational logic. The gifted girls showed significantly higher than gifted boys in correlational logic(p

A "Cool Kids" Cognitive-Behavioral Therapy Group for Youth with Anxiety Disorders: Part 1, The Case of Erik

This case study involves a 12-year-old boy, Erik, with cognitive difficulties, who also suffered from multiple anxiety disorders (specifically, he met the diagnostic criteria of Generalized Anxiety, Specific Phobias, Social Phobia, and Separation Anxiety). Erik and his family were treated for 10 sessions over three months with the "Cool Kids " cognitive-behavioral therapy (CBT) program developed by Ronald Rapee and his colleagues (Rapee et al., 2006). The treatment took place in a university training clinic in Aarhus, Denmark. CBT was conducted in a group format, with both children and their families taking an active part, and included cognitive restructuring, gradual exposure, child management training, and skills training in areas such as assertiveness. Results show that therapy effectively reduced the child’s anxiety symptoms, as measured by the Anxiety Disorder Interview Schedule for Children and Parents (ADIS-IV P/C) and by the Spence Children's Anxiety Scale (SCAS). Additional quantitative and qualitative data indicate an overall positive therapeutic outcome, which was maintained at 3 months and 15 months after the conclusion of treatment. A primary aim of the case study was to investigate the mechanisms of change leading to success in Erik's case, focusing on the role of parental inclusion in the therapy and the necessary accommodations made to the child’s cognitive developmental level. For example, through parents’ engagement in therapy, it was possible to alter their expectations and behaviors, with Erik’s mother learning how to be less overprotective and control her own anxiety, functioning as a positive role model for her child. Furthermore, the present study stresses the significance of accommodating the treatment to the child’s cognitive developmental level, such that Erik’s cognitions were initially challenged successfully through gradual exposures and only later addressed with cognitive restructuring, aided by the treatment given to his parents and Erik’s advancing cognitive maturation.

Mathematical fluency as a function of conservation ability in young children

This study was designed to investigate the cognitive level of development and mathematical fluency of first grade children. Piaget's conservation-of-liquid task was administered to 97 6- and 7-year-old children from two low-socioeconomic-level elementary schools. Using a counterbalanced design, conserving and non-conserving children completed separately timed lists of addition and subtraction problems. Two one-way analyses of covariance (ANCOVAs) were conducted to evaluate the fixed-factor of conservation level (conserving and non-conserving) and the two dependent variables (addition and subtraction fluency); age was a covariate. After controlling for the effect of age, the results suggest that conserving children were significantly more fluent in completing addition and subtraction problems than non-conserving children. Overall, children in the same grade and of the same age were at different levels of cognitive development; these levels had an effect on both addition and subtraction fluencies.

A reply to Dutton´s (2013) comment

The comment by Edward Dutton (2013) raises some interesting questions. Most of the uncertainty is found at the ends of the developmental spectrum: societies before the advent of modernity, and those that are most advanced. At the lower end, the question is: Is “primitive man” steeped in religious beliefs that are held with great conviction, or is there a primordial state of “primitive agnosticism” in which contradictory opinions about the spirit world, magic, sorcery and afterlife coexist in the same community and even the same person? A certain level of cognitive complexity and intellectual rigor seems to be required for well-formed, internally consistent belief systems. Education is an imperfect measure of acculturation as well as of intelligence. Therefore I agree that a reason for apparent positive associations between religiosity and education in the least developed countries, especially in tropical Africa, most likely is the prevalence of “pre-religious” or “proto-religious” beliefs that are focused on magic and sorcery (e.g., Jahoda, 1970; Zusne & Jones, 1989). There may even be a “mission school effect” caused by the role of Christian missionaries in the fi rst beginnings of modern schooling in many African countries. At a certain level of cultural evolution, represented by Medieval Europe and by much of sub-Saharan Africa today, organized religion represents the worldview of the more educated and sophisticated sections of society while magic and sorcery are more infl uential among the unsophisticated. In Asian countries at this level of development we fi nd both monotheistic religious beliefs (Hindu philosophy) and more-orless atheist philosophies (Buddhism, Confucianism, Taoism) among the traditionally educated, while either polytheism (India) or ritual based on ancient ancestor worship (East Asia) persisted among common people. More important for our time is the question about the viability of religion at the highest levels of cognitive development. One question is: Are people becoming more intelligent during the 21st century, or have we already reached the limits of our intellectual potential? Evidence shows that the rising intelligence trend (“Flynn effect”) that was universal in Europe and East Asia during the 20th century has ceased in these countries. Stagnation or even slow decline of intelligence is now observed among young adults, at least in the countries of northern Europe (Dutton & Lynn, in press; Meisenberg & Woodley, in press; Shayer & Ginsburg, 2009; Teasdale & Owen, 2008). Therefore radically new developments in religion and society that are not predictable from observations in today’s most advanced societies are unlikely. At the same time, continuing Flynn effects in less developed countries predict that 21st-century developments in these countries will resemble to some extent the 20th-century developments in more advanced societies (Meisenberg & Woodley, in press). In addition to infl uences of intelligence, education or rationality on religious trends, we

Construction of Scientific Knowledge and Meaning: Perceptions of Portuguese Doctoral Students

This research focuses on how doctoral education is promoting, or can promote, levels of cognitive and psychosocial development that allow students to solve problems in creative, autonomous and cooperative ways. This goal is considered highly relevant for doctoral education, given its focus on the production of scientific knowledge. Following a qualitative design we analyse the preliminary results of a group of interviews carried out with recent PhD holders aimed at eliciting their retrospective thoughts about the PhD experience and the cognitive and psychosocial gains arising from this process.

CONTROLLING OTHER PEOPLE'S CHILDREN: RACIALIZED VIEWS OF DELINQUENCY AND WHITES’ PUNITIVE ATTITUDES TOWARD JUVENILE OFFENDERS*

The juvenile justice system was founded on, and until recently developed around, the idea that society should afford delinquents more leniency and rehabilitative care than adult criminals because of their lower levels of physical and cognitive development and, thus, diminished culpability for law violations and higher amenability to treatment. The past four decades, however, have witnessed a sustained movement to recriminalize delinquency through the enactment of policies that treat juvenile offenders more like their adult counterparts.Feld (1999a)and others have argued that this punitive turn in juvenile justice is in part a result of the racialization of delinquency and violent victimization in the post–Civil Rights era. This study provides the first test of the key assumption underlying this thesis, namely, that Whites’ support for getting tough with juvenile offenders is in part tied to racialized views of youth crime. Drawing on data from a recent national survey, we examine the extent to which relative racial typifications about delinquency and victimization, as well as racial resentment, are associated with general punitiveness toward juvenile offenders as well as support for lower minimum ages of criminal justice jurisdiction. Regression results show that Whites who hold such typifications and those who are more racially resentful are both more likely to embrace punitive youth justice policies and favor transfers for younger offenders. The implications of the findings are discussed.