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Harsh Discipline and the Development of Children's Externalizing Problems: Longitudinal Mediation of Intraindividual Reaction Time Variability
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Yuan Peng; Yuan Liang; Yali Wang; Guangyan Yang – Early Education and Development, 2025
Research Findings: The present study aimed to investigate whether the trial-to-trial intraindividual reaction time variability (IIV), which reflects prefrontal cortex activity related to attentional and cognitive control, mediated the longitudinal effects of earlier harsh discipline on children's later externalizing problems. The study involved…
Descriptors: Foreign Countries, Elementary School Students, Early Experience, Trauma
The Relation between Toy Gun Play and Children's Aggressive Behavior.
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Watson, Malcolm W.; Peng, Ying – Early Education and Development, 1992
A study of 3-5 year olds in child care focused on the children's real and pretend aggression, rough-and-tumble play, and nonaggressive pretend play. Results suggest that toy gun play and parental punishment are positively associated with a high level of real aggression but not of pretend aggression. (LB)
Descriptors: Aggression, Behavior Problems, Discipline, Hostility
Mothers' and Child-Care Providers' Cognitive, Affective, and Behavioral Responses to Children's Misbehavior.
Peer reviewed Peer reviewed
Kuhns, Carole Logan; And Others – Early Education and Development, 1992
Mothers and caregivers responded to hypothetical incidents in which a four-year-old child misbehaved. Mothers and caregivers differed in their causal attributions for children's misbehavior and their affective and behavioral responses to children's failures to be altruistic. Assertions of power were likely when respondents believed misbehavior was…
Descriptors: Anger, Attribution Theory, Behavior Problems, Child Caregivers
Understanding of Affective False Beliefs, Perceptions of Parental Discipline, and Classroom Behavior in Children from Head Start.
Peer reviewed Peer reviewed
Holmes-Lonergan, Heather A. – Early Education and Development, 2003
Examined preschoolers' performance on false belief tasks and perceptions of parental discipline. Found that children performed better on questions about their own false beliefs than on questions about others' false beliefs. Overall, children performed below average on false belief measures; and children expected parents in hypothetical scenarios…
Descriptors: Behavior Problems, Child Behavior, Childhood Attitudes, Cognitive Development