Social synchronizers of morningness-eveningness, or chronotype, begin to change during the developmental transition from adolescence to college life. The current study examined how these changes related to the sleep/wake patterns of 220 undergraduates (93 males/122 females) ranging in age from 18 to 29 yrs at a private university. Coping strategies students used to deal with early morning commitments and familial conflict over sleep patterns were also examined. Results revealed that evening chronotypes were more likely to report conflict with parents in junior high school and high school over going to bed and waking, followed by a shift to a later sleep/wake pattern in college. They also reported adjusting their schedules and using more coping strategies to accommodate their evening bias. Morning chronotypes, whose routines easily fit a conventional morning schedule, reported little change in schedules and sleep patterns from junior high school to college, and used fewer coping strategies in response to early morning commitments. The shift in social zeitgebers from junior high school to college are significant, and yet little research has examined the effect these changes can have on students' adjustment to college life and the role that chronotype plays in this process. Because students' ability to cope with these changes will ultimately influence how successful they are in their various endeavors, a greater understanding of how chronotype is related to adaptive functioning across this developmental period is needed.

The current review examined the relationship among knowledge, affect, and environmental education that has emerged in the last 15 years from research on classroom-type settings and applications. Despite methodological and statistical problems, an association between knowledge and affect has surfaced, , along with prominent sex differences and a suggestion of ethnic variation. However, the nature of this relationship is still unclear. Given that both knowledge and affect are necessary for active participation in environmental concerns, more research is needed to determine how existing attitudes Muence knowledge acquisition and how knowledge influences attitudes. The potential of television, with its unique attitudinal properties, was also examined in relation to environmental education. oncerns over the environment have gained increased

Research has linked language delays in young children to behavior problems and risk for psychopathology. We hypothesized that low language skill would affect normal socialization of emotion regulation, which in turn would affect the development of behavior problems. Seventy-eight mother/preschool-age child pairs participated in two mildly frustrating situations. Parents of children with low verbal comprehension used more unexplained compliance demands than other parents. Further, children whose parents used more unexplained compliance demands used fewer cognitive and distraction strategies, and more instrumental strategies. Children's use of physical self-comforting was positively related to overall, internalizing, and externalizing behavior problems. Findings supported the original hypothesis.

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Although much research has been conducted on emotion regulation, little work in the preschool period has examined the interrelationships between emotion regulation, temperamental reactivity, and situational context. The authors investigated the temperamental dispositions of fifty-three 3-year-old children (27 boys, 26 girls) and their behavioral responses to several challenging tasks (i.e., stranger-approach situation, busy-caregiver paradigm, and delay-of-gratification task). Results indicated that both situational context and temperamental reactivity influenced the type of emotion-regulatory strategy used and that those relationships were best understood within a developmental framework. Moreover, the authors found that girls displayed more comforting strategies, suggesting that gender differences in emotion regulation may exist.