Body Image, Assimilation, and Weight of Immigrant Adolescents in the United States: A Person-Centered Analysis.

Adolescence is a critical developmental period as youth explore their body image and work to establish an identity. The stress of identity and body image development can be exacerbated by acculturative stress faced by immigrant adolescents. Using a person-centered analysis, we investigated immigrant adolescents' (n = 57) profiles based on assimilation to the United States (US), weight, and body image dissatisfaction. Analyses included an exploratory two-step clustering technique using maximum likelihood estimation procedures to assign class membership. Follow-up analyses then examined latent class membership by adolescent age, gender, culture of origin, and immigration generation. Results indicated several meaningful latent groups of adolescents based on their BID, acculturation, and BMI. These profiles included one in which adolescents who were underweight and more assimilated to US culture also reported more satisfaction with their body image. A second profile emerged of adolescents who were normal weight or overweight and less assimilated, who also reported higher levels of body image dissatisfaction, with a desire to be thinner. The third cluster profile included adolescents who were of normal weight, but were higher on assimilation and were among the most dissatisfied with their body image. Our findings suggest that immigrant adolescents at all levels of acculturation are internalizing the thin body ideal prominent in the US, with a variety of implications for their sense of body image and BMI. Implications for mental and physical health care for immigrant adolescents are discussed.

Pay to play: Children's emerging ability to use acts of generosity for selfish ends.

Adults will offer favors to advance their standing and solicit a favor in return, using ostensibly prosocial acts strategically for selfish ends. Here we assessed the developmental emergence of such strategic behaviors in which individuals are generous to elicit future reciprocation from others. In a novel experimental paradigm with children aged 3 to 7 years, we tested whether children are willing to share more valuable resources when this act could prompt subsequent reciprocation. In an Experimental condition, children could share a more attractive or less attractive resource with a person who they knew would subsequently choose to play a game with either the children or another individual. In the Control condition, children knew the person would play alone. Across two studies, we found that over repeated trials, 5- and 7-year-olds, but not 3-year-olds, learned to share more valuable resources in the Experimental condition than in the Control condition. This shows that older age groups were able to quickly learn how to influence the subsequent partner choice in a novel situation. We address theoretical questions about the various types of reciprocity as being supported by different psychological mechanisms and discuss whether the current results could be explained by children's emerging ability for future-directed thinking.

Economic trust in young children.

Mutually beneficial interactions often require trust that others will reciprocate. Such interpersonal trust is foundational to evolutionarily unique aspects of human social behaviour, such as economic exchange. In adults, interpersonal trust is often assessed using the 'trust game', in which a lender invests resources in a trustee who may or may not repay the loan. This game captures two crucial elements of economic exchange: the potential for greater mutual benefits by trusting in others, and the moral hazard that others may betray that trust. While adults across cultures can trust others, little is known about the developmental origins of this crucial cooperative ability. We developed the first version of the trust game for use with young children that addresses these two components of trust. Across three experiments, we demonstrate that 4- and 6-year-olds recognize opportunities to invest in others, sharing more when reciprocation is possible than in a context measuring pure generosity. Yet, children become better with age at investing in trustworthy over untrustworthy partners, indicating that this cooperative skill emerges later in ontogeny. Together, our results indicate that young children can engage in complex economic exchanges involving judgements about interpersonal trust and show increasing sensitivity to appropriate partners over development.