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Pointing out Learning Opportunities Reduces Overparenting
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Reut Shachnai; Mika Asaba; Lingyan Hu; Julia A. Leonard – Child Development, 2025
Overparenting--taking over and completing developmentally appropriate tasks for children--is pervasive and hurts children's motivation. Can overparenting in early childhood be reduced by simply framing tasks as learning opportunities? In Study 1 (N = 77; 62% female; 74% White; collected 4/2022), US parents of 4-to-5-year-olds reported taking over…
Descriptors: Parenting Styles, Parent Child Relationship, Preschool Children, Developmentally Appropriate Practices
Infant Attention and Early Childhood Executive Function
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Cuevas, Kimberly; Bell, Martha Ann – Child Development, 2014
Individual differences in infant attention are theorized to reflect the speed of information processing and are related to later cognitive abilities (i.e., memory, language, and intelligence). This study provides the first systematic longitudinal analysis of infant attention and early childhood executive function (EF; e.g., working memory,…
Descriptors: Executive Function, Early Childhood Education, Attention, Infants
An Implicit Theories of Personality Intervention Reduces Adolescent Aggression in Response to Victimization and Exclusion
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Yeager, David Scott; Trzesniewski, Kali H.; Dweck, Carol S. – Child Development, 2013
Adolescents are often resistant to interventions that reduce aggression in children. At the same time, they are developing stronger beliefs in the fixed nature of personal characteristics, particularly aggression. The present intervention addressed these beliefs. A randomized field experiment with a diverse sample of Grades 9 and 10 students (ages…
Descriptors: Adolescents, Aggression, Intervention, Personality Theories
Young Children's References to Temporal Attributes of Allegedly Experienced Events in the Course of Forensic Interviews
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Orbach, Yael; Lamb, Michael E. – Child Development, 2007
Developmental differences in references to temporal attributes of allegedly experienced events were examined in 250 forensic interviews of 4- to 10-year-old alleged victims of sexual abuse. Children's ages, the specific temporal attributes referenced, and the types of memory tapped by the interviewers' questions significantly affected the quantity…
Descriptors: Persuasive Discourse, Recognition (Psychology), Sexual Abuse, Interviews
The Pictorial Scale of Perceived Competence and Social Acceptance: Does It Work with Low-Income Urban Children?
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Fantuzzo, John W.; And Others – Child Development, 1996
Examined construct validity of the Pictorial Scale of Perceived Competence and Social Acceptance and its appropriateness for urban children. Data collected from a sample of 476 African American children of low-income families in a large metropolitan Head Start program failed to produce psychologically meaningful constructs or support for…
Descriptors: Blacks, Competence, Developmentally Appropriate Practices, Low Income
Reducing Misinformation Effects in Children with Cognitive Interviews: Dissociating Recollection and Familiarity.
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Holliday, Robyn E. – Child Development, 2003
Two experiments examined effects of a cognitive interview on 4- and 8-year-olds' correct recall and subsequent reporting of misinformation. Found that a cognitive interview elicited more correct details than a control interview. Eight-year-olds' reports were more complete than 4-year-olds', with more correct person, action, object, and location…
Descriptors: Age Differences, Children, Cross Sectional Studies, Developmentally Appropriate Practices