Social Development
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The Role of the Family Context in the Development of Emotion RegulationAbstract This 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, ... ...
Social Development - Tập 16 Số 2 - Trang 361-388 - 2007
Links between Social Understanding and Early Word Learning: Challenges to Current AccountsIf 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 genu... ...
Social Development - Tập 10 Số 3 - Trang 309-329 - 2001
Extremely Premature and Very Low Birthweight Infants: A Double Hazard Population?Abstract This 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 res... ...
Social Development - Tập 12 Số 2 - Trang 235-248 - 2003
Adolescent Naturalistic Conceptions of Moral MaturityAbstract Understanding 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... ...
Social Development - Tập 20 Số 3 - Trang 562-586 - 2011
Effects of Group Norms on Children's Intentions to BullyAbstract A minimal group study examined the effect of peer group norms on children's direct and indirect bullying intentions. Prior to an inter‐group drawing competition, children (N = 85) aged seven and nine years were assigned to a group that had a norm of out‐group dislike or out‐group liking. Results indicated that, regardless of group... ...
Social Development - Tập 17 Số 4 - Trang 889-907 - 2008
Trait Emotional Intelligence and Children's Peer Relations at SchoolAbstract Trait emotional intelligence (‘trait EI’ or ‘trait emotional self‐efficacy’) is a constellation of emotion‐related self‐perceptions and dispositions comprising the affective aspects of personality. The present study investigated the role of trait EI in children's peer relations at school. One hundred and sixty pupils (83 girls; mean age = 10.8 years) were a... ...
Social Development - Tập 15 Số 3 - Trang 537-547 - 2006
Relational Aggression, Relational Victimization, and Language Development in PreschoolersAbstract We investigated language development, relational aggression, and relational victimization in ethnically, socioeconomically diverse preschoolers. Relational aggression was positively related to language development. Girls were more relationally aggressive than boys, and higher‐socioeconomic status (SES) children were more relationally aggressive and victimiz... ...
Social Development - Tập 12 Số 4 - Trang 551-562 - 2003
Relational Aggression and Victimization in Young Adults' Romantic Relationships: Associations with Perceptions of Parent, Peer, and Romantic Relationship QualityAbstract This study had three goals: (a) To investigate gender differences in relational aggression and victimization within young adults' romantic relationships, (b) to investigate associations between romantic relational aggression and victimization and perceptions of romantic relationship quality, and (c) to explore parent and peer predictors of rom... ...
Social Development - Tập 11 Số 1 - Trang 69-86 - 2002
The Friendship Features of Preschool Children: Links with Prosocial Behavior and AggressionAbstract This study assessed features of young children's friendships and determined whether the features reported were associated with prosocial and aggressive behavior. Teachers completed the friendship features questionnaires (FFQ) on the mutual friendships in their class identified by the 98 children who were interviewed (M age =3.91 y... ...
Social Development - Tập 12 Số 2 - Trang 249-268 - 2003
Gender Differences in Preschool Aggression During Free Play and Structured Interactions: An Observational StudyAbstract We observed 48 children from rural preschools (M=64 months old) in two different social contexts to test hypotheses about the type (relational, physical, verbal, nonverbal), contextual independence, and sociometry of girls’ and boys’ aggressive tactics. We predicted and generally found that (1) girls displayed more relational aggression than boys while boys... ...
Social Development - Tập 13 Số 2 - Trang 255-277 - 2004
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