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Fear in Infancy: Lessons from Snakes, Spiders, Heights, and Strangers
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LoBue, Vanessa; Adolph, Karen E. – Developmental Psychology, 2019
This review challenges the traditional interpretation of infants' and young children's responses to three types of potentially "fear-inducing" stimuli--snakes and spiders, heights, and strangers. The traditional account is that these stimuli are the objects of infants' earliest developing fears. We present evidence against the…
Descriptors: Fear, Emotional Response, Infants, Young Children
Inhibitory Control and Emotion Regulation in Preschool Children
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Carlson, Stephanie M.; Wang, Tiffany S. – Cognitive Development, 2007
This research investigated the relation between individual differences in inhibitory control and emotion regulation. Preschool children (N=53) ages 4-6 (M=5; 0) were assessed on brief batteries of inhibitory control of prepotent responses and emotion regulation. Individual differences in inhibitory control were significantly correlated with…
Descriptors: Preschool Children, Verbal Ability, Individual Differences, Self Control
Twins and the Study of Rater (Dis)agreement
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Bartels, Meike; Boomsma, Dorret I.; Hudziak, James J.; van Beijsterveldt, Toos C. E. M.; van den Oord, Edwin J. C. G. – Psychological Methods, 2007
Genetically informative data can be used to address fundamental questions concerning the measurement of behavior in children. The authors illustrate this with longitudinal multiple-rater data on internalizing problems in twins. Valid information on the behavior of a child is obtained for behavior that multiple raters agree upon and for…
Descriptors: Twins, Behavior Problems, Genetics, Error of Measurement
Early Indicators of Autism Spectrum Disorders in the Second Year of Life
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Wetherby, Amy M.; Woods, Juliann; Allen, Lori; Cleary, Julie; Dickinson, Holly; Lord, Catherine – Journal of Autism and Developmental Disorders, 2004
Three groups of 18 children were selected for this study, one group with autism spectrum disorders (ASD), one group with developmental delays in which ASD was ruled out (DD), and one group with typical development (TD), from a pool of 3026 children who were screened with the Communication and Symbolic Behavior Scales Developmental Profile (CSBS…
Descriptors: Pervasive Developmental Disorders, Developmental Delays, Comparative Analysis, Behavior Rating Scales
How Does Working Memory Work in the Classroom?
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Alloway, Tracy Packiam – Educational Research and Reviews, 2006
Working memory plays a key role in supporting children's learning over the school years, and beyond this into adulthood. It is proposed here that working memory is crucially required to store information while other material is being mentally manipulated during the classroom learning activities that form the foundations for the acquisition of…
Descriptors: Learning Activities, Economically Disadvantaged, Short Term Memory, Academic Achievement
Gender Differences in the Relationship between Young Children's Peer-Related Social Competence and Individual Differences in Theory of Mind
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Walker, Sue – Journal of Genetic Psychology, 2005
In this study, the author examined the relationship between theory-of-mind understanding and preschool-aged children's peer-related social competence. One hundred eleven 3- to 5-year-old children (48 boys, 63 girls) participated in 2 theory-of-mind tasks designed to assess their understanding of false belief. Teachers rated children's peer-related…
Descriptors: Prosocial Behavior, Peer Relationship, Withdrawal (Psychology), Gender Differences