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Interparental Conflict and Children's Social Problems: Insecurity and Friendship Affiliation as Cascading Mediators
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Davies, Patrick T.; Martin, Meredith J.; Cummings, E. Mark – Developmental Psychology, 2018
Although social difficulties have been identified as sequelae of children's experiences with interparental conflict and insecurity, little is known about the specific mechanisms underlying their vulnerability to social problems. Guided by emotional security theory, this study tested the hypothesis that children's emotional insecurity mediates…
Descriptors: Parent Influence, Interpersonal Relationship, Conflict, Interpersonal Competence
Individual Differences and Age-Related Changes in Divergent Thinking in Toddlers and Preschoolers
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Bijvoet-van den Berg, Simone; Hoicka, Elena – Developmental Psychology, 2014
Divergent thinking shows the ability to search for new ideas, which is an important factor contributing to innovation and problem solving. Current divergent thinking tests allow researchers to study children's divergent thinking from the age of 3 years on. This article presents the first measure of divergent thinking that can be used with children…
Descriptors: Individual Differences, Age Differences, Thinking Skills, Skill Development
You Get What You Get and You Don't Throw a Fit!: Emotion Socialization and Child Physiology Jointly Predict Early Prosocial Development
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Scrimgeour, Meghan B.; Davis, Elizabeth L.; Buss, Kristin A. – Developmental Psychology, 2016
Prosocial behavior in early childhood is a precursor to later adaptive social functioning. This investigation leveraged mother-reported, physiological, and observational data to examine children's prosocial development from age 2 to age 4 (N = 125). Maternal emotion socialization (ES) strategies and children's parasympathetic regulation have each…
Descriptors: Early Childhood Education, Child Development, Prosocial Behavior, Psychological Patterns
Studies in the Self-Regulation of Behavior: Effects of Contingent Cognitive and Affective Events
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Masters, John C.; Santrock, John W. – Developmental Psychology, 1976
The hypothesis tested was that the evaluations and affective responses which accompany ongoing behavior may operate as reinforcers and punishers, thus exercising control over the persistence of those behaviors. Results indicate potent systematic effects due to the differing content of such evaluations and the associated affect or affective tone.…
Descriptors: Affective Behavior, Evaluative Thinking, Persistence, Preschool Children
Contextual Factors in Children's Social Information Processing.
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Dorsch, Andrea; Keane, Susan P. – Developmental Psychology, 1994
Two steps in the social information process model were assessed for socially accepted and rejected children by verbal responses to stories embedded in computer games. Attributions of intent and aggressive problem solutions were correlated with contextual factors (interpersonal context, outcome of game, and story type) and with sex and social…
Descriptors: Aggression, Attribution Theory, Cognitive Processes, Context Effect
Nonverbal Imitation and Toddlers Mastery of Verbal Means of Achieving Coordinated Action.
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Eckerman, Carol O.; Didow, Sharon M. – Developmental Psychology, 1996
Analyzed toddlers' verbal speech concurrent with nonverbal behavior. Fourteen dyads of unfamiliar peers were observed at 16, 20, 24, and 32 months of age. Found that six types of speech increased in frequency only after the peer partners had shown a marked increase in their readiness to imitate each others' nonverbal actions. (MOK)
Descriptors: Child Behavior, Child Development, Discourse Analysis, Infants