Child Development
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The Development of Children's Strategies for Selective Attention: Evidence for a Transitional Period
Child Development - Tập 59 Số 6 - Trang 1504 - 1988
Longitudinal Associations Between the Quality of Mother–Infant Interactions and Brain Development Across Infancy
Child Development - Tập 87 Số 4 - Trang 1159-1174 - 2016
The aim of this study was to investigate if normative variations in parenting
relate to brain development among typically developing children. A sample of 352
mother–infant dyads came to the laboratory when infants were 5, 10, and
24 months of age (final N = 215). At each visit, child resting
electroencephalography (EEG) was recorded. Mother–infant interactions were
videotaped at the 5‐month visit...
The Development of Self‐Regulation in the First Four Years of Life
Child Development - Tập 72 Số 4 - Trang 1091-1111 - 2001
This study examined longitudinally the development of self‐regulation in 108
young children during the first 4 years of life. Children's committed compliance
(when they eagerly embraced maternal agenda) and situational compliance (when
they cooperated, but without a sincere commitment) were studied. Both forms of
compliance were observed in “Do” contexts, in which the mothers requested that
the ch...
A Unified Theory of Development: A Dialectic Integration of Nature and Nurture
Child Development - Tập 81 Số 1 - Trang 6-22 - 2010
The understanding of nature and nurture within developmental science has evolved
with alternating ascendance of one or the other as primary explanations for
individual differences in life course trajectories of success or failure. A
dialectical perspective emphasizing the interconnectedness of individual and
context is suggested to interpret the evolution of developmental science in
similar terms ...
Anxiety and the Processing of Emotionally Threatening Stimuli: Distinctive Patterns of Selective Attention among High- and Low-Test-Anxious Children
Child Development - Tập 67 Số 3 - Trang 1173 - 1996
Definitions of Bullying: A Comparison of Terms Used, and Age and Gender Differences, in a Fourteen–Country International Comparison
Child Development - Tập 73 Số 4 - Trang 1119-1133 - 2002
The study of school bullying has recently assumed an international dimension,
but is faced with difficulties in finding terms in different languages to
correspond to the English word bullying. To investigate the meanings given to
various terms, a set of 25 stick–figure cartoons was devised, covering a range
of social situations between peers. These cartoons were shown to samples of 8–
and 14–year–...
Emotion Regulation as a Scientific Construct: Methodological Challenges and Directions for Child Development Research
Child Development - Tập 75 Số 2 - Trang 317-333 - 2004
Emotion regulation has emerged as a popular topic, but there is doubt about its
viability as a scientific construct. This article identifies conceptual and
methodological challenges in this area of study and describes exemplar studies
that provide a substantive basis for inferring emotion regulation. On the basis
of those studies, 4 methods are described that provide compelling evidence for
emotio...
Preschoolers Are Sensitive to the Speaker’s Knowledge When Learning Proper Names
Child Development - Tập 73 Số 2 - Trang 434-444 - 2002
Unobservable properties that are specific to individuals, such as their proper
names, can only be known by people who are familiar with those individuals. Do
young children utilize this “familiarity principle” when learning language?
Experiment 1 tested whether forty‐eight 2‐ to 4‐year‐old children were able to
determine the referent of a proper name such as “Jessie” based on the knowledge
that th...
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