Developmental Determinants of Risk-Related Cognition Among School-Aged Children. R. A. de Blaquiere and Bryan Williams, Environment, Behavior, and Risk Research, Tucson, AZ
The literature indicates that risk knowledge and perception are related to risk-taking behaviors in youth (Benthin, Slovic, Severson, 1993). Consequently public schools have begun to implement curricula that attempt to teach risk assessment. However, the developmental appropriateness of such instruction has been largely ignored. The Environment, Behavior, and Risk Research Lab at the University of Arizona conducted a study to investigate developmental determinants of risk-related cognition among school-aged children. Findings from this study will provide baseline data for a longitudinal study that will continue to monitor risk cognition and examine determinants over time and periods of development. An intact sample of approximately 210 children/adolescents in grades K-12 was assessed using both objective cognitive testing and performance-based assessment. A large minority student population (~50%) allowed for comparison of minority versus non-minority subjects. Developmental markers of risk cognition were delineated using a LISREL model. Implications of the study on risk research and the developmental appropriateness of current risk assessment curricula are highlighted.
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