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
Darlene DeMarie-Dreblow, Patricia H. Miller
Experience and Brain Development
Child Development - Tập 58 Số 3 - Trang 539 - 1987
William T. Greenough, James Black, Chris S. Wallace
Longitudinal Associations Between the Quality of Mother–Infant Interactions and Brain Development Across Infancy
Child Development - Tập 87 Số 4 - Trang 1159-1174 - 2016
Annie Bernier, Susan D. Calkins, Martha Ann Bell
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 w...... hiện toàn bộ
The Development of Self‐Regulation in the First Four Years of Life
Child Development - Tập 72 Số 4 - Trang 1091-1111 - 2001
Grazyna Kochanska, Katherine C. Coy, Kathleen Murray
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 tha...... hiện toàn bộ
Measurement of Temperament in Infancy
Child Development - Tập 52 Số 2 - Trang 569 - 1981
Mary K. Rothbart
A Unified Theory of Development: A Dialectic Integration of Nature and Nurture
Child Development - Tập 81 Số 1 - Trang 6-22 - 2010
Arnold J. Sameroff
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 simila...... hiện toàn bộ
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
Michael W. Vasey, Nagat F. El-Hag, Eric L. Daleiden
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
Peter K. Smith, Helen Cowie, Ragnar Olafsson, Andy P.D. Liefooghe, Ana Almeida, Hozumi Araki, Cristina del Barrio, Angela Costabile, Bojan Dekleva, Anastasia Houndoumadi, Kenneth Kim, Rosario Ortega Ruiz, Jacques Pain, Lena Pateraki, Mechthild Schäfer, Monika Singer, Andrea Smorti, Yuichi Toda, Helgi Tomasson, Wenxin Zhang
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 ...... hiện toàn bộ
Emotion Regulation as a Scientific Construct: Methodological Challenges and Directions for Child Development Research
Child Development - Tập 75 Số 2 - Trang 317-333 - 2004
Pamela M. Cole, Sarah E. Martin, Tracy A. Dennis
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 fo...... hiện toàn bộ
Preschoolers Are Sensitive to the Speaker’s Knowledge When Learning Proper Names
Child Development - Tập 73 Số 2 - Trang 434-444 - 2002
Susan Birch, Paul Bloom
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...... hiện toàn bộ
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