bluuebunny/crossref_metadata_2025_split huggingface dataset:
Distance‐maintaining in infants' reaction to an adult stranger
Authors: Ricard Marcelle , Décarie Thérèse Gouin 
Published: April 2006

AbstractIn an infant‐controlled experiment, 38 babies aged 9–10 months, while accompanied by their mothers, were confronted with a novel inanimate object and an unfamiliar person. Among them, 17 who approached both the toy and the stranger were labeled ‘bold,’ while 17 others approached the toy but not the stranger, and were classified as ‘shy.’ A comparison of the familiarization strategies displayed by these two groups in the stranger situation was performed. It showed (1) that no fear nor any clear‐cut sign of negative affect towards the stranger appeared in either group; (2) that the same process of maintaining a distance between themselves and the stranger was apparent in all infants, bold as well as shy; and (3) that a main difference between the two groups was the pace at which they performed the same kind of distal familiarization. A reinterpretation of the function of distance‐maintaining in infant reaction to strangers is proposed, whereby it is seen as a positive and appropriate social behavior, rooted in the conception of persons that infants of that age are believed to possess.
Task design as an influence on dialogue and learning: primary school group work with object flotation
Authors: Tolmie Andrew , Howe Christine , Mackenzie Mhairi , Greer Karen 
Published: April 2006

AbstractPrevious studies suggest that group work would yield conceptual gains in physics if tasks specifically promoted dialogue about the factors which determine observed outcomes. This might be done by constraining task items to present critical tests of the effects of individual factors; and, additionally, by requiring participants to generate or select explicit rules about those effects. In order to test this hypothesis, groups of primary school children were asked to work on one of four versions of a task concerning object flotation: Random (i.e. a control in which there were no task constraints), Critical Tests, Rule Generation, and Rule Selection. Learning was assessed via change between a pre‐test and two post‐tests. Although the effect was delayed, children from the Random and Rule Generation conditions showed an increased awareness of relevant factors which was strongly related to prior group activity. This gain was absent in the Critical Tests and Rule Selection conditions. The results indicate that group dialogue can be productively shaped by task design, but also that its effects may take time to appear, and are negated by overmuch external direction of attention.
Friendship, transactive dialogues, and the development of scientific reasoning
Authors: Azmitia Margarita , Montgomery Ryan 
Published: April 2006

AbstractThis study investigated the significance of friendship for scientific reasoning. We had two main goals: First, assess whether collaborations between friends fostered greater development of scientific reasoning than collaborations between acquaintances, and second, identify which features of friends' collaborative dialogues mediated their greater problem solving accuracy. Fifth graders collaborated on isolation of variables problems of varying difficulty with either a friend or an acquaintance. The results showed that adolescents paired with friends obtained higher problem solving accuracy than adolescents paired with acquaintances during both the collaborative and the posttest sessions. However, the cognitive advantages of working with a friend were only evident in the most difficult isolation of variables problems. Analyses of friends' and acquaintances' dialogues showed that friends were more likely than acquaintances to evaluate their solutions, justify their proposals spontaneously, elaborate and critique each other's reasoning, and engage in transactive discussions. Evaluating outcomes and participating in transactive conflicts were significantly associated with better problem solving, and consequently these may be the two key mechanisms through which friendship effects developmental changes in scientific reasoning. The results are discussed in terms of the need to understand developmental features of relationships and how these features mediate cognitive development and the need to take a longitudinal approach to the study of the relation between transactive dialogues and the development of scientific reasoning.
Communicative competence in 5‐ to 8‐year‐olds with mild or moderate learning difficulties and their classroom peers: referential and negotiation skills
Authors: Thomson Annette 
Published: April 2006

AbstractTwo studies were run to examine communicative and social aspects of the interaction between 5‐ to 8‐year‐old children with mild or moderate learning difficulties (LD) and their classroom peers for whom no such difficulties had been observed (NLD). In the first study, the children's communicative responses to a referential group task were explored, through children describing drawings to each other. In terms of the nature of information exchange, few differences were found between NLD and LD children. Differences were found in terms of the social content of language: in the listener role, LD children tended to be the recipients of more critical and directive speech. The second study, focusing on consensus forming and negotiation processes in a co‐operative group task, mirrored the patterns of social aspects found in Study 1. LD children tended to be less influential in affecting the consensus and in directing the course of the task.
Information‐seeking during acquaintanceship: Effects of level of social understanding and personal relevance
Authors: Camhy Melissa , Ruble Diane N. 
Published: April 2006

AbstractTwo studies examined how individual differences in social understanding influence children's information‐seeking orientations during an initial meeting with a peer, in which they do or do not anticipate future interaction. Study 1 involved a relatively controlled, laboratory setting in which 7‐9 year old children were presented a list of questions from which to choose what to ask the peer. The findings indicate that children who view a person's behavior in terms of stable dispositional characteristics (high SDC), express greater interest in gathering trait‐related information about an unfamiliar peer than children who do not perceive people in terms of stable traits (low SDC), but only when they expect to play games with that peer in a future interaction. Study 2 involved a more naturalistic observation of the actual questions 7‐9 year old children ask during an initial meeting with an unfamiliar peer. The findings showed that high SDC children asked more questions of the peer when they expected interaction than when they did not, whereas low SDC children did not differ significantly across conditions. Taken together, the two studies indicate that the future, predictability orientation of high SDC children leads to a more extensive information search about a peer when they expect interaction with that peer involving instrumental choices.
Autism and theory of mind in everyday life
Authors: Frith Uta 
Published: April 2006

AbstractThe theory of mind account of autism suggests that the key social, communicative and imaginative impairments which characterise this disorder result from an inability to represent mental states. While this account has been largely confirmed by experimental work, there has, as yet, been little examination of autistic children's theory of mind outside the laboratory. The present study used the Vineland Adaptive Behavior Scales to measure real life social adaptation, through the report of care‐givers. In particular, we were interested to find out more about the real life competence of those few autistic subjects who do pass tests of theory of mind. Autistic, mentally handicapped and normally developing children were tested with two standard theory of mind tasks. Groups of subjects who passed or failed these tasks were contrasted. We supplemented the Vineland Scales with items designed to distinguish social behaviour which necessitates theory of mind (termed Interactive) and social behaviour which could be learned (Active). We also asked about maladaptive behaviour of two sorts: Bizarre behaviour typical of autism, and Antisocial behaviour at least some of which would appear to require consideration of beliefs (e.g. deception). We found that the normally developing and mentally handicapped children showed a great deal of evidence of “mind‐reading” in their everyday lives, regardless of theory of mind task performance. By contrast, in the autistic group, only those individuals who passed the false belief tasks showed insightful Interactive and Antisocial behaviour. These passers also had better verbal and communication abilities. The autistic subjects who failed the laboratory tasks showed little or no evidence of understanding mental states in their everyday lives, but many did show a high degree of simple Active sociability. Closer analysis showed that only some of the passers showed good evidence of theory of mind in their real life behaviour, and that even these were somewhat impaired relative to their age and developmental level. Implications for the theory of mind account of autism are discussed.
Paternal participation in toddlers' pretend play
Authors: Farver Jo Ann M. , Wimbarti Supra 
Published: April 2006

Abstract32 toddlers were videotaped in a laboratory setting while playing alone and with their fathers to understand how fathers contribute to children's early pretend play, to explore the extent to which their social play involves pretend, to describe father‐child pretend play, and to examine fathers' beliefs about children's play. Children exhibited more exploratory play alone and engaged in more symbolic level play with their fathers. Sex differences were found in fathers' play behaviors and in the thematic content of play episodes. Fathers used explicit guidance with sons and implicit guidance with daughters. Father–son pairs engaged in vehicle/tool play and father–daughter pairs played domestic themes. The results suggest that the early differential socialization of boys and girls is apparent in father–toddler pretend play.
The intergenerational transmission of maternal discipline and standards for behavior
Authors: Covell Katherine , Grusec Joan E. , King Gillian 
Published: April 2006

AbstractMothers and grandmothers of 3‐ to 5‐year‐olds rated their frequency of use of five disciplinary techniques – physical punishment, withdrawal of love, explanation, material reward, and praise, described how they would react in a variety of disciplinary situations, and rated how stringent they were in demanding appropriate behavior in the areas of obedience, honesty, helping, and control of aggression. Mothers were asked to respond with reference to their child, and grandmothers with reference to their daughter when she was between 3 and 5 years of age. There was a significant correlation between mothers and grandmothers in their use of physical punishment and material reward. Mothers of girls who were categorized as power assertive in their responses to disciplinary situations had mothers who were also power assertive. There was no relationship between mothers and grandmothers in the standards they set for behavior. It is argued that discipline techniques are generally learned in the privacy of the home while standards are more likely to evolve after a variety of life experiences and that it is this fact that accounts for the relationship between mothers and grandmothers in the former area and not the latter.
Interactional harmony at 7 and 10 months of age predicts security of attachment as measured by Q‐sort ratings
Authors: Scholmerich Axel , Fracasso Maria P. , Lamb Michael E. , Broberg Anders G. 
Published: April 2006

AbstractFifty‐eight infants and their mothers were observed at home for 45 minutes at seven and ten months of age using a detailed behavioral checklist. During these observations, the degree of mutual interactional engagement was also rated on a 4‐point scale every 20 seconds. The attachment security of 38 infants was assessed at 13 months using mothers' reports on the Attachment Q‐set (AQS, Waters, 1987). Composite measures of mother‐infant interaction derived from the behavioral observations were moderately stable over time. Measures of maternal interactive behaviors and ratings of mutual engagement were highly correlated. Mothers' and infants' behaviors were combined into an index of behavioral harmony that was sensitive to differences in the infants' attachment security three and six months later. Using a stepwise multiple regression, 43% of the variance in the AQS‐scores was explained by behavioral harmony at seven months, mutual engagement at 10 months, and infant fuss/cry at seven months.
Antisocial and Prosocial Correlates of Classroom Social Positions: The Social Network Centrality Perspective
Authors: Farmer Thomas W. , Rodkin Philip C. 
Published: April 2006

AbstractWe explore relations between social network centrality and behavioral characteristics. Elementary school students nominated classmates for aggressivity, disruptiveness, popularity, studiousness, leadership, cooperativeness, athleticism, and shyness. Students had 1 of 4 levels of network centrality (i.e., nuclear, secondary, peripheral, isolated) and were in 1 of 4 educational classifications (i.e., academically gifted, emotionally and behaviorally disordered, general education, learning disabled). Across educational classifications for both boys and girls, nuclear students were athletic, cooperative, leaders, popular, and studious relative to lower centrality students. However, antisocial characteristics were associated with lower centrality for girls only. Aggressive behavior was positively associated with nuclear centrality for general education boys. Findings are considered in relation to sociometric status research and implications of the role of social network centrality in the establishment and maintenance of antisocial behavior are discussed.
Popularity as an Affordance for Friendship: The Link Between Group and Dyadic Experience*
Authors: Bukowski William M. , Pizzamiglio M. Teresa , Newcomb Andrew F. , Hoza Betsy 
Published: April 2006

AbstractThe associations between measures of popularity (acceptance, rejection and preference) and friendship were examined in three independent samples of elementary and middle school children. Data were obtained by means of sociometric nomination and rating scale procedures. Results reveal that, regardless of measurement technique, acceptance is generally more strongly related to friendship than is either rejection or preference. The size of the association between popularity and friendship decreases with age. Mean comparisons show that popularity is a predictor and/or is temporally antecedent to friendship rather than vice‐versa. These results indicate that the association between popularity and friendship derives from their conceptual dependence on the construct of liking.
Children's Family Relationships Between Two and Five: Developmental Changes and Individual Differences
Authors: Dunn Judy 
Published: April 2006

AbstractDevelopmental changes in children's relationships with their mothers and older siblings between 33 and 69 months of age were investigated in a longitudinal study of 47 families, through an examination of family conversations and affect expressed during unstructured home observations. Mother‐child interaction decreased and sibling interaction increased markedly over the period. The prominence of reflective commentary in children's discourse increased while self‐interested moves decreased with both partners; however differences in emotional expression and in patterns of change in the two relationships were marked, with more positive and negative emotion and play with siblings. Individual differences in the trajectory of these changes were correlated with early differences in social understanding, and with SES. The association between children's developing social understanding and these changes in relationships is discussed.
I'm Telling! The Content, Context, and Consequences of Children's Tattling on their Siblings
Authors: den Bak Irene M. , Ross Hildy S. 
Published: April 2006

AbstractTattling on siblings was observed in 40 families with 2‐ and 4‐year‐old children. All but 5 children reported sibling misbehaviour to parents with younger siblings tattling largely to recruit parental help in resolving conflict issues, and older siblings tattling both in the context of conflict and merely to inform parents of their siblings' misbehaviour. Parents rarely reprimanded children for tattling, but either ignored it, or responded to information in tattlers' reports regardless of context or whether older or younger children tattled. Children did not tattle equally on all sibling transgressions, but emphasized physical aggression and property damage, issues that also elicited parental discipline. Tattling is discussed in relation to children's understanding of the dynamics and moral standards of family life.
Korean and American Children's Concepts of Adult and Peer Authority
Authors: Kim Jung Min , Turiel Elliot 
Published: April 2006

AbstractThe primary purpose of this research was to examine Korean children's concepts of authority. Children's judgments about commands of persons with varying age, social position, and knowledge were assessed. 48 subjects from the first, third, and fifth grades were presented with portrayals of persons giving children commands regarding two types of events: fighting and a game rule dispute. Subjects evaluated the legitimacy of commands and chose between different persons giving opposing commands. With regard to a command to stop fighting, subjects accepted the legitimacy of adult and peer authorities, as well as an adult without a position of authority. Subjects rejected commands that failed to prevent harm even when given by an adult authority. With regard to a game rule dispute, subjects most heavily weighted knowledge in evaluating the authority commands. The findings show that Korean children do not have a unitary orientation to adult authority, and have implications for an understanding of individuals' conceptions in the context of a cultural ideology emphasizing reverence for authority. A second study, with a group of fifth graders from the United States, was conducted to determine how the game event task or cultural influences accounted for some differences between previous findings in the U.S. and the findings with the Korean children. The second study showed that whereas the U.S. children mainly respond in ways similar to the Korean children, the U.S. children gave more priority to pragmatic considerations; the Korean children gave more priority to the attribute of the authority's knowledge.
Relations of School Children's Comforting Behavior to Empathy‐Related Reactions and Shyness
Authors: Eisenberg Nancy , Fabes Richard A. , Karbon Mariss , Murphy Bridget C. , Carlo Gustavo , Wosinski Marek 
Published: April 2006

AbstractThe purpose of this study was to examine empathy‐related and personal correlates of children's comforting reactions. Quantity and quality of third to sixth graders' comforting of a crying infant were assessed and their relations with situational and dispositional empathy‐related responding, shyness, and vagal tone were examined. Quantity and quality of boys' comforting were related to reports of sympathetic/empathic responding to an empathy‐inducing film, whereas quantity of girls' comforting was associated with low facial and heart rate markers of vicarious distress in another context. Quality of comforting was associated with markers of girls' vicarious distress. Comforting was negatively related to younger children's shyness and marginally, positive correlated with girls' vagal tone. Suppression of vagal tone was associated with quantity of comforting.
Preschoolers' Ability to Make Dispositional Predictions Within and Across Domain.
Authors: Cain Kathleen M. , Heyman Gail D. , Walker Michael E. 
Published: April 2006

AbstractAlthough children over eight years of age appear to view others in dispositional terms, findings for children of kindergarten age are mixed. Few studies have examined dispositional thinking in children younger than kindergarteners. The present studies addressed two questions about trait conceptions in 4‐ and 5‐year‐old preschoolers'. (1). Do children of this age use past behaviors to predict future behavior si (2) Do they show evidence of global evaluative thinking, such that they generalize information about behavior in one domain to make predictions in other domains'? Three studies of 4‐ and 5‐year‐old preschoolers addressed these issues by presenting information about individuals' behavior in the target domain of sociomoral goodness, and asking subjects to predict the protagonists' future behaviors with regard to goodness, intelligence, and athletic skill. Study 1 focused on children's predictions for highly familiar fairy‐tale characters, whereas Studies 2 and 3 required children to make predictions for unfamiliar characters. Studies 1 and 2 utilized a dichotomous choice task for assessing predictions, and Study 3 employed a quantitative rating procedure. The results of the three studies converged and suggested that preschoolers can use past behaviors to predict future behaviors. Children showed some evidence of global thinking and also some evidence of differentiation across distinctive domains.
ORIGIN AND DEVELOPMENT OF FLORAL BUDS IN TOBACCO EXPLANTS
Authors: WILMS F. H. A. , SASSEN M. M. A. 
Published: April 2006

SummaryInitiation and formation of floral buds was studied on explants of Nicotiana tabacum. During the first stage of development (0 to 4 d), protrusions are formed at the basal side of the explant as a result of cell divisions in both sub‐epidermal and epidermal cell layers. The second stage (4 to 7 d) is characterized by the formation of tracheary centres inside the protrusions followed by the formation of floral primordia at the surface of the protrusions. These primordia result from both epidermal and sub‐epidermal cell divisions. In the final stage (7 to 15 d), flower primordia develop into flower buds and tracheary elements grow into the buds. Polarity present in cells of freshly cut explants is lost within a few days after the onset of the experiment. After 4 to 7 d, a new polarity axis has differentiated inside the protrusion. This axis runs from the tracheary structure inside the protrusion to the flower primordium at the periphery.