20250111 - update in press REFs

06-Validity.Rmd

@@ -561,7 +561,7 @@ Several aspects of psychometrics can be evaluated with an MTMM, including [relia
 The [reliability](#reliability) diagonal of an MTMM is the correlation of a variable with itself, i.e., the [test–retest reliability](#testRetest-reliability) or monotrait-monomethod correlations.\index{multitrait-multimethod matrix}\index{validity!construct}\index{reliability}\index{reliability!test–retest}
 The [reliability](#reliability) coefficients should be the highest values in the matrix because each measure should be more correlated with itself than with anything else.\index{multitrait-multimethod matrix}\index{validity!construct}\index{reliability}\index{reliability!test–retest}
 
-(ref:campbellFiskeCaption) Multitrait-Multimethod Matrix. (Figure reprinted from Campbell and Fiske [-@Campbell1959], Table 1, p. 82. Campbell, D. T., \& Fiske, D. W. (1959). Convergent and discriminant validation by the multitrait-multimethod matrix. *Psychological Bulletin*, *56*, 81-105. [https://doi.org/10.1037/h0046016](https://doi.org/10.1037/h0046016))
+(ref:campbellFiskeCaption) Multitrait-Multimethod Matrix. (Figure reprinted from Campbell and Fiske [-@Campbell1959], Table 1, p. 82. Campbell, D. T., \& Fiske, D. W. (1959). Convergent and discriminant validation by the multitrait-multimethod matrix. *Psychological Bulletin*, *56*, 81–105. [https://doi.org/10.1037/h0046016](https://doi.org/10.1037/h0046016))
 
 ```{r campbellFiske, out.width = "100%", fig.align = "center", fig.cap = "(ref:campbellFiskeCaption)", fig.scap = "Multitrait-Multimethod Matrix.", echo = FALSE}
 knitr::include_graphics("./Images/campbellFiske.png")

24-Repeated-Assessments.Rmd

@@ -463,25 +463,25 @@ Moreover, there is an entire set of analytic approaches, known as age-period-coh
 ## Stability Versus Continuity {#stabilityVsContinuity}
 
 Continuity addresses the trajectory of development *within* individuals.
-By contrast, stability refers to the maintenance of *between*-individual or group characteristics [@PetersenInPress; @Schulenberg2006; @Schulenberg2014].
+By contrast, stability refers to the maintenance of *between*-individual or group characteristics [@Petersen2024b; @Schulenberg2006; @Schulenberg2014].
 When describing stability or continuity, it is important to specify which aspects of stability (e.g., of mean, variance, or rank order) and continuity (e.g., of causes, courses, forms, functions, or environments) one is referring to.
 For example, Figure \@ref(fig:meanVsRankOrderStability) depicts the distinction between mean-level stability and rank-order stability; Figure \@ref(fig:courseContinuityVsRankOrderStability) depicts the distinction between continuity in course and rank-order stability.
 
-(ref:meanVsRankOrderStabilityCaption) Mean-Level Stability Versus Rank-Order Stability. C1, C2, and C3 are three individual children assessed at two timepoints: T1 and T2. The gray arrow depicts the mean (average) trajectory. (Figure reprinted from @PetersenInPress, Figure 1, Petersen, I. T. (in press). Reexamining developmental continuity and discontinuity in the 21st century: Better aligning behaviors, functions, and mechanisms. *Developmental Psychology*. [https://doi.org/10.1037/dev0001657](https://doi.org/10.1037/dev0001657) Copyright (c) American Psychological Association. Used with permission.)
+(ref:meanVsRankOrderStabilityCaption) Mean-Level Stability Versus Rank-Order Stability. C1, C2, and C3 are three individual children assessed at two timepoints: T1 and T2. The gray arrow depicts the mean (average) trajectory. (Figure reprinted from @Petersen2024b, Figure 1, Petersen, I. T. (in press). Reexamining developmental continuity and discontinuity in the 21st century: Better aligning behaviors, functions, and mechanisms. *Developmental Psychology*, *60*(11), 1992–2007. [https://doi.org/10.1037/dev0001657](https://doi.org/10.1037/dev0001657) Copyright (c) American Psychological Association. Used with permission.)
 
 ```{r meanVsRankOrderStability, out.width = "100%", fig.align = "center", fig.cap = "(ref:meanVsRankOrderStabilityCaption)", fig.scap = "Mean-Level Stability Versus Rank-Order Stability.", echo = FALSE}
 knitr::include_graphics("./Images/meanVsRankOrderStability.png")
 ```
 
-(ref:courseContinuityVsRankOrderStabilityCaption) Continuity in Course Versus Rank-Order Stability. C1, C2, and C3 are three individual children assessed at two timepoints: T1 and T2. Continuity in course is sometimes called "stability in level." (Figure reprinted from @PetersenInPress, Figure 2, Petersen, I. T. (in press). Reexamining developmental continuity and discontinuity in the 21st century: Better aligning behaviors, functions, and mechanisms. *Developmental Psychology*. [https://doi.org/10.1037/dev0001657](https://doi.org/10.1037/dev0001657) Copyright (c) American Psychological Association. Used with permission.)
+(ref:courseContinuityVsRankOrderStabilityCaption) Continuity in Course Versus Rank-Order Stability. C1, C2, and C3 are three individual children assessed at two timepoints: T1 and T2. Continuity in course is sometimes called "stability in level." (Figure reprinted from @Petersen2024b, Figure 2, Petersen, I. T. (in press). Reexamining developmental continuity and discontinuity in the 21st century: Better aligning behaviors, functions, and mechanisms. *Developmental Psychology*, *60*(11), 1992–2007. [https://doi.org/10.1037/dev0001657](https://doi.org/10.1037/dev0001657) Copyright (c) American Psychological Association. Used with permission.)
 
 ```{r courseContinuityVsRankOrderStability, out.width = "100%", fig.align = "center", fig.cap = "(ref:courseContinuityVsRankOrderStabilityCaption)", fig.scap = "Continuity in Course Versus Rank-Order Stability.", echo = FALSE}
 knitr::include_graphics("./Images/courseContinuityVsRankOrderStability.png")
 ```
 
 The various types of continuity, including homotypic continuity, heterotypic continuity, and phenotypic continuity, in addition to discontinuity are depicted in Figures \@ref(fig:continuityLatinSquare) and \@ref(fig:heterotypicContinuity).\index{heterotypic continuity}
 
-(ref:continuityLatinSquareCaption) The Latin square depicts Kagan's -@Kagan1969 typology of continuity as a function of behavior form and function. However, it is also important to consider continuity versus discontinuity of the mechanisms underlying a given behavior–function pair. (Figure reprinted from @PetersenInPress, Figure 3, Petersen, I. T. (in press). Reexamining developmental continuity and discontinuity in the 21st century: Better aligning behaviors, functions, and mechanisms. *Developmental Psychology*. [https://doi.org/10.1037/dev0001657](https://doi.org/10.1037/dev0001657) Copyright (c) American Psychological Association. Used with permission.)
+(ref:continuityLatinSquareCaption) The Latin square depicts Kagan's -@Kagan1969 typology of continuity as a function of behavior form and function. However, it is also important to consider continuity versus discontinuity of the mechanisms underlying a given behavior–function pair. (Figure reprinted from @Petersen2024b, Figure 3, Petersen, I. T. (in press). Reexamining developmental continuity and discontinuity in the 21st century: Better aligning behaviors, functions, and mechanisms. *Developmental Psychology*, *60*(11), 1992–2007. [https://doi.org/10.1037/dev0001657](https://doi.org/10.1037/dev0001657) Copyright (c) American Psychological Association. Used with permission.)
 
 ```{r continuityLatinSquare, out.width = "100%", fig.align = "center", fig.cap = "(ref:continuityLatinSquareCaption)", fig.scap = "Type of Continuity Based on Behavior Form and Function Across Development.", echo = FALSE}
 knitr::include_graphics("./Images/continuityLatinSquare.png")
@@ -495,7 +495,7 @@ knitr::include_graphics("./Images/heterotypicContinuity.png")
 
 ## Heterotypic Continuity {#heterotypicContinuity}
 
-Heterotypic continuity is the persistence of an underlying construct with behavioral manifestations that change across development [@Caspi2006a; @Cicchetti2002; @Petersen2020; @PetersenInPress].\index{heterotypic continuity}
+Heterotypic continuity is the persistence of an underlying construct with behavioral manifestations that change across development [@Caspi2006a; @Cicchetti2002; @Petersen2020; @Petersen2024b].\index{heterotypic continuity}
 @Patterson1993 described antisocial behavior like a chimera.\index{heterotypic continuity}
 A chimera is a mythical creature with a body of a goat that, with development, grows the head of a lion and then a tail of a snake.\index{heterotypic continuity}
 @Patterson1993 conceptualized antisocial behavior across development as having an underlying essence of oppositionality that is maintained while adding more mature features with age, including the ability to inflict serious damage with aggression and violence.\index{heterotypic continuity}
@@ -537,7 +537,7 @@ In sum, many constructs likely show heterotypic continuity.\index{heterotypic co
 
 However, it is important rule out potential alternatives to heterotypic continuity, as depicted in Figure \@ref(fig:alternativesToHeterotypicContinuity).
 
-(ref:alternativesToHeterotypicContinuityCaption) Heterotypic Continuity Versus Alternative Developmental Processes. Arrows reflect causal influence. Dotted lines reflect persistence (i.e., continuity) of the same behavior or construct across time. "T1" and "T2" reflect time points 1 and 2, respectively. (Figure reprinted from @PetersenInPress, Figure 6, Petersen, I. T. (in press). Reexamining developmental continuity and discontinuity in the 21st century: Better aligning behaviors, functions, and mechanisms. *Developmental Psychology*. [https://doi.org/10.1037/dev0001657](https://doi.org/10.1037/dev0001657) Copyright (c) American Psychological Association. Used with permission.)
+(ref:alternativesToHeterotypicContinuityCaption) Heterotypic Continuity Versus Alternative Developmental Processes. Arrows reflect causal influence. Dotted lines reflect persistence (i.e., continuity) of the same behavior or construct across time. "T1" and "T2" reflect time points 1 and 2, respectively. (Figure reprinted from @Petersen2024b, Figure 6, Petersen, I. T. (in press). Reexamining developmental continuity and discontinuity in the 21st century: Better aligning behaviors, functions, and mechanisms. *Developmental Psychology*, *60*(11), 1992–2007. [https://doi.org/10.1037/dev0001657](https://doi.org/10.1037/dev0001657) Copyright (c) American Psychological Association. Used with permission.)
 
 ```{r alternativesToHeterotypicContinuity, out.width = "100%", fig.align = "center", fig.cap = "(ref:alternativesToHeterotypicContinuityCaption)", fig.scap = "Heterotypic Continuity Versus Alternative Developmental Processes.", echo = FALSE}
 knitr::include_graphics("./Images/alternativesToHeterotypicContinuity.png")