Social Development

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A Contextual Approach to the Development of Self‐regulatory Competencies: The Role of Maternal Unresponsivity and Toddlers’ Negative Affect in Stressful Situations
Social Development - Tập 14 Số 1 - Trang 136-157 - 2005
Mónica Rodríguez, Özlem Ayduk, J. Lawrence Aber, Walter Mischel, Anita Sethi, Yuichi Shoda
Abstract A prospective study examined the effects of maternal unresponsivity and of toddlers’ own negative affect on the child's subsequent ability to use effective attentional control strategies in preschool. Maternal and child behaviors were measured in situations that varied in the level of stress to test the hypothesis that behaviors in high stress situations would be more diagnostic of childr... hiện toàn bộ
Predictors of Longitudinal Growth in Inhibitory Control in Early Childhood
Social Development - Tập 19 Số 2 - Trang 326-347 - 2010
Kristin L. Moilanen, Daniel S. Shaw, Thomas J. Dishion, Frances Gardner, Melvin N. Wilson
The Role of the Family Context in the Development of Emotion Regulation
Social Development - Tập 16 Số 2 - Trang 361-388 - 2007
Amanda Sheffield Morris, Jennifer S. Silk, Laurence Steinberg, Sonya S. Myers, Lara R. Robinson
AbstractThis article reviews current literature examining associations between components of the family context and children and adolescents' emotion regulation (ER). The review is organized around a tripartite model of familial influence. Firstly, it is posited that children learn about ER through observational learning, modeling and social referencing. Secondly, parenting practices specifically ... hiện toàn bộ
Links between Social Understanding and Early Word Learning: Challenges to Current Accounts
Social Development - Tập 10 Số 3 - Trang 309-329 - 2001
Dare A. Baldwin, Louis J. Moses
If young children approached word learning with little social savvy, certain predictable patterns of error would arise in the way they interpret new words. The absence of such errors provides evidence that social understanding informs word learning even in the infancy period. We outline such evidence, and then scrutinize it with respect to four challenges. 1) Is it necessary to invoke genuine soci... hiện toàn bộ
A Limited Repertoire of Emotion Regulation Strategies is Associated with Internalizing Problems in Adolescence
Social Development - Tập 21 Số 4 - Trang 704-721 - 2012
Jessica P. Lougheed, Tom Hollenstein
AbstractThe present study was designed to test whether the beneficial effects of emotion regulation (ER) have less to do with the use of singular, ‘adaptive’ strategies and more to do with using a range of strategies. Using a community sample of adolescents (N = 177, M = 13.6 years), groups based on five measures of ER (reappraisal, suppression, concealing, emotional engagement, and adjusting) wer... hiện toàn bộ
Extremely Premature and Very Low Birthweight Infants: A Double Hazard Population?
Social Development - Tập 12 Số 2 - Trang 235-248 - 2003
Line Nadeau, Réjean Tessier, Michel Boivin, Françine Lefebvre, Philippe Robaey
AbstractThis article evaluates the contributions of birth status (defined by gestational age and birthweight) and family adversity at birth and at age 7 to explaining behavior problems at age 7. The behaviors of 96 extremely preterm and very low birth‐weight children and 66 full‐term children were assessed in a school setting by peers, teachers and parents. The results show that a significant rela... hiện toàn bộ
Adolescent Naturalistic Conceptions of Moral Maturity
Social Development - Tập 20 Số 3 - Trang 562-586 - 2011
Sam A. Hardy, Lawrence J. Walker, Joseph A. Olsen, Jonathan E. Skalski, Jason C. Basinger
AbstractUnderstanding lay conceptions of morality is important not only because they can guide moral psychology theory but also because they may play a role in everyday moral functioning. Thus, the purpose of this study was to examine adolescent conceptions of moral maturity. Study 1 (200 adolescents 12–18 years) involved a free‐listing procedure to generate traits descriptive of a moral person. I... hiện toàn bộ
Peer Groups, Social Identity, and Children's Bullying Behavior
Social Development - Tập 18 Số 1 - Trang 121-139 - 2009
Amanda L. Duffy, Drew Nesdale
AbstractDrawing on social identity theory, this study explored the impact of the peer group on childhood bullying. Participants were 351 students, aged 8 to 13 years. Involvement in bullying, friendship group membership, norms of particular groups, and intra‐group positions (prototypical vs. peripheral) were determined using peer reports. Results revealed within‐group similarities in bullying beha... hiện toàn bộ
Maladaptive Peer Relationships and the Development of Relational and Physical Aggression During Middle Childhood
Social Development - Tập 13 Số 4 - Trang 495-514 - 2004
Nicole E. Werner, Nicki R. Crick
AbstractThis study examined the unique roles of peer rejection and affiliation with aggressive peers in the development of relational and physical aggression in a sample of 979 2nd through 4th grade children. Information about target children and their best friends’ aggression and peer rejection was gathered via peer‐nominations when the majority of children were in the 3rd grade, and again approx... hiện toàn bộ
Threat, Group Identification, and Children's Ethnic Prejudice
Social Development - Tập 14 Số 2 - Trang 189-205 - 2005
Drew Nesdale, Kevin Durkin, Anne Maass, Judith Griffiths
AbstractThis experiment tested predictions from social identity development theory (SIDT, Nesdale, 1999), that children's tendency to show out‐group prejudice depends on the strength of their in‐group identification and/or their perception of threat from the out‐group. Anglo‐Australian children (N= 480) aged 6, 7, or 9 years were assigned to a high‐status team and their identification with the in‐... hiện toàn bộ
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