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Peer reviewedFagen, Jeffrey W.; And Others – Child Development, 1985
Infants who cried in response to a reward shift evidenced no retention of the contingency 1 week later but did have excellent retention at one day. Reactivation treatment alleviated forgetting at three weeks. Results indicate that crying in response to violation of a reward-expectation habit functions as an amnesic agent to produce accelerated…
Descriptors: Affective Behavior, Expectation, Infants, Long Term Memory
Peer reviewedLegerstee, Maria; Varghese, Jean – Child Development, 2001
Assessed the role of maternal affect mirroring on development of prosocial behaviors and social expectancies in 2- to 3-month-olds. Found that infants whose mothers ranked high on affect mirroring (attention maintenance, sensitivity, responsiveness) ranked high on prosocial behaviors and social expectancy, whereas infants whose mothers ranked low…
Descriptors: Affective Behavior, Attention, Emotional Response, Expectation
Peer reviewedThurber, Christopher A.; Sigman, Marian D. – Child Development, 1998
Examined predictors and sequelae of homesickness in 293 boys, ages 8 to 16 years, who spent two weeks at an overnight camp. Found that the "homesick disposition" and little prior separation together accounted for 69% of the variance in self-reported homesickness. Interpersonal attitudes and perceived control predicted 70% of the variance…
Descriptors: Affective Behavior, Childhood Attitudes, Emotional Adjustment, Emotional Experience
Peer reviewedFuchs, Dayna; Thelen, Mark H. – Child Development, 1988
Explores the factors associated with expected outcome of emotional expression and likelihood of expression among 125 first-, fourth-, and sixth-grade children. Results suggest that socialization practices tend to be directed towards the suppression of sadness among males. (RJC)
Descriptors: Affective Behavior, Age Differences, Anger, Cognitive Development
Wentzel, Kathryn R.; Filisetti, Laurence; Looney, Lisa – Child Development, 2007
Peer- and teacher-reported prosocial behavior of 339 6th-grade (11-12 years) and 8th-grade (13-14 years) students was examined in relation to prosocial goals, self-processes (reasons for behavior, empathy, perspective taking, depressive affect, perceived competence), and contextual cues (expectations of peers and teachers). Goal pursuit…
Descriptors: Perspective Taking, Empathy, Prosocial Behavior, Early Adolescents

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