bluuebunny/crossref_metadata_2025_split huggingface dataset:
Attachment status and complexity of infants' self‐ and other‐knowledge when tested with mother and father
Authors: Pipp Sandra , Easterbrooks M. Ann , Brown Scott R. 
Published: April 2006

AbstractAt 13 and 20 months, infants' featural knowledge of self and parent was assessed separately with mother and father. Infants' featural knowledge was measured by a scale that included tasks reflecting infants' knowledge of facial features, spatial location, name, possession and gender. No significant relation between attachment status and featural knowledge was obtained at 13 months when tested with either parent. At 20 months, in contrast, more complex featural knowledge of self and parent was demonstrated by infants who were securely attached than by those who were insecurely attached. Independent of age, however, infants' featural knowledge of their mothers was more complex than that of their fathers, although no differences in self‐knowledge were obtained as a function of parent gender. These data are understood in the context of cognitive development and the differences in interactional qualities assessed by attachment status and parent gender.
Family influences on adolescent male sexuality: the mediational role of self‐restraint
Authors: Feldman S. Shirley , Brown Nancy L. 
Published: April 2006

AbstractTo assess childhood family influences on adolescent sexual activity, 69 boys were studied in sixth grade and again in tenth grade. Boys' self‐restraint in sixth grade was hypothesized to mediate the effects of family influences on number of sexual partners four years later. Family scores included observed family interaction patterns, sons' reports of parents' child‐rearing practices (rejection, support, child‐centered/indulgence), and household composition. In different models, Time 1 family scores and sons' self‐restraint accounts for 34 and 48 percent of the variance in sons' subsequent sexuality. As predicted, regression analysis revealed that restraint mediated family influence at Time 1 on the number of sexual partners at Time 2. Notably, intact family, supportive family and child‐centred/indulgent parenting were associated with T1 restraint which in turn, was associated with sexual activity. Additionally, family/parenting scores were directly associated with adolescents' sexuality. In discriminant analyses, family scores predicted boys' status as virgins/nonvirgins four year later with greater than 70% success. Discussion focuses on the nature of the family influences and the mechanisms by which they relate to adolescent male sexuality.
Judgments about personal identity in childhood and adolescence
Authors: Hart Daniel , Fegley Suzanne , Chan Yat Hung , Mulvey Debra , Fischer Luanne 
Published: April 2006

AbstractJudgments concerning personal identity were studied in children and adolescents. Each subject was asked to imagine entering a hypothetical machine which simultaneously produced two persons, with each person receiving one of four sets of the subject's characteristics: physical, active, social, or psychological. Subjects were asked to judge which of the resulting persons was most nearly identical with the self. Results from the first study with middle‐class Americans demonstrated that the social characteristics are most frequently chosen by young adolescents. With age, the physical characteristics were less frequently selected and the psychological characteristics were more often selected. In Study 2, middle‐class American children between the ages of 6 to 7 judged the psychological characteristics of self most important in preserving identity, even though their self‐concepts as elicited by other methods appeared physicalistic. The results are discussed in terms of their implications for accounts of self‐concept development.
Girls' and boys' use of directives in pretend play
Authors: Lloyd Barbara , Goodwin Roger 
Published: April 2006

AbstractChildren, aged 4 to 5 years, were recorded in everyday classroom interaction at the beginning and the end of their first year at school. Their use of language in pretend play was analyzed from transcriptions of the video record. Although girls directed a greater proportion of their speech to controlling others, there were no consistent differences between girls and boys in the use of directives or instructions to pretend. On their entry to school these children displayed few distinct gender‐related patterns in their spontaneous speech.
Requests, refusals, and reasons in children's negotiations
Authors: Leonard Rosemary J. 
Published: April 2006

AbstractConflict situations were studied as indicators of children's socio‐cognitive knowledge and the transmission of values in relation to negotiation. Concepts and paradigms from studies of requests were combined with those from studies of refusals. Puppets were used to create situations that varied (a) as to whether the child makes a request and encounters opposition (requests) or receives a request and offers opposition (refusals), (b) whether the adult offers or does not offer a reason. Children aged 3–5 years (Sample 1, N = 24; Sample 2, N = 24) were encouraged to make a series of attempts at resolving the conflict. Their responses were scored for the level of politeness or strategic skill shown. Request situations elicited higher levels of politeness and strategic skill than did refusal situations. In contrast to disputes in which the other party did not use reasons, the use of a reason by the other party elicited higher level strategies and, when the children were refusing, greater politeness. Some children were able to improve on their first attempt. The improvement was most marked when children were requesting and the adult gave a reason.
The relationship between children's social concerns and their social interaction strategies: differences between rejected and accepted boys
Authors: Rabiner David L. , Gordon Logan V. 
Published: April 2006

AbstractIn this study involving 55 fourth and fifth grade boys, children's concerns in their peer interactions, their social interaction strategies, and the relationship between their concerns and strategies were examined. Compared to peer accepted boys, submissive rejected boys cared less about sustaining interactions with peers and aggressive rejected boys cared less about peers' feelings. Aggressive rejected boys, and rejected boys who were neither highly aggressive nor highly submissive, also suggested more aversive strategies for handling conflictual interpersonal situations than did accepted boys. Of particular interest is that this was true even when their concerns in those situations were similar to those of accepted boys. The implications of these findings for children's social competence are discussed.
Peer collaboration: conflict, cooperation, or both?
Authors: Kruger Ann Cale 
Published: April 2006

AbstractThe present study sought to characterize the mechanism of cognitive change during peer interaction. Forty‐eight focal subjects (8‐year‐old females) were paired with either their mother or their best friend for dyadic discussion of two socio‐moral dilemmas. The focal subjects were pretested and posttested to assess any change in their socio‐moral reasoning. The hypothesis tested was that subjects cooperatively co‐construct solutions to dilemmas; therefore, the discussions regarding solutions they eventually accept, as opposed to those they reject, will be positively related to posttest performance. Contrary to expectations, it was discovered that only the discussion of rejected solutions has a significant relation to cognitive outcome. Close analysis revealed that the consequence of a rejected solution discussion often is the focal's proposal of a more acceptable solution, and this also has a strong relation to outcome. A new conceptualization of collaboration is proposed, one that focuses on the importance of dyadic consideration of multiple perspectives. The consequence of such consideration is both critical analysis of ideas (socio‐cognitive conflict) and co‐construction of new understanding (cooperation).
Learning and interaction in groups with computers: when do ability and gender matter?
Authors: Pozzi Stefano , Healy Lulu , Hoyles Celia 
Published: April 2006

AbstractIn the research reported in this article, we attempt to identify the background and process factors influencing the effectiveness of groupwork with computers in terms of mathematics learning. The research used a multi‐site case study design in six schools and involved eight groups of six mixed‐sex, mixed‐ability pupils (aged 9–12) undertaking three research tasks – two using Logo and one a database. Our findings suggest that, contrary to other recent research, the pupil characteristics of gender and ability have no direct influence on progress in group tasks with computers. However, status effects – pupils' perceptions of gender and ability – do have an effect on the functioning of the group, which in turn can impede progress for all pupils concerned.
The child's entry into the symbolic order: a developmental‐societal interpretation of Jacques Lacan
Authors: Furth Hans G. 
Published: April 2006

AbstractLacan's psychoanalytic insights, as found primarily in his 1964 seminar “The four fundamental concepts of psychoanalysis” are interpreted within a social‐developmental framework. Using Piaget's theory of a structural transition from action logic to object logic I recast (1) Lacan's signifying function as a new competence emerging around age two and (2) the “Other” as the general content/context of this newness, namely the child's grasp of a societal‐symbolic order. The child's entry into that order is described as inherently linked to sexuality, desire and the unconscious and as accompanied by feelings of alienation and separation. Insofar as the desire of the unconscious is toward the “Other” Lacan seems to support my claim of an endogenous origin of the societal order.
Children's reasoning about authority in home and school contexts
Authors: Laupa Marta 
Published: April 2006

AbstractThe study investigated the development of children's concepts of authority at home and at school. Subjects (35 m, 35 f) in grades 1–6 were asked to evaluate persons issuing two types of commands to children: one which resolves a turn‐taking dispute and one which enforces a conventional rule. Persons of varying ages and with varying positions in the family (parent, older/younger sibling, neighbor) were presented issuing commands at home and a parent was presented issuing commands at school. Results show that children's judgments of authority in the home are based more on authority position than adult status; younger siblings with delegated authority positions are accepted as authorities by more children than knowledgeable adults without delegated authority. Children's authority concepts become increasingly more differentiated with respect to the social‐organizational positions and functions of persons in authority across grades one to six.
Children's responses to angry adult behavior as a function of experimentally manipulated exposure to resolved and unresolved conflict
Authors: El‐Sheikh Mona , University Auburn , Cummings E. Mark 
Published: April 2006

AbstractChildren's past experiences with anger between adults are likely to affect their reactions to ongoing conflict episodes. Four‐ to ten‐year‐olds' responses to interadult anger were examined as a function of experimentally manipulated exposures to resolved and unresolved anger. To manipulate exposure histories, children were first presented with videotaped segments of both resolved and unresolved angry interactions. They were then presented with arguments between the two couples that were interrupted in progress; children were interviewed next. At the point of argument interruption, the couple with a history of unresolved anger was perceived by girls as more sad, expected by children to be more sad in the future, and expected to be less likely to either have a positive future outcome or to resolve their disputes, in comparison to the couple with a resolved anger history. Similarly, children tended to expect to feel sad themselves in the future, in response to the discordant versus the harmonious couple. Several age differences in affective responding were found.
Playing with conflict: a longitudinal study of varieties of spontaneous verbal conflict during mother‐child interaction at home
Authors: Haight Wendy , Garvey Catherine , Masiello Tracy 
Published: April 2006

AbstractAlthough conflict is central to major developmental theories, relatively little is known about the ways in which young children and caregivers argue at home. The existing psychological research focuses narrowly on serious, ‘problem‐solving’ conflicts. In contrast, this in‐depth longitudinal study describes varieties of spontaneous conflict talk occurring at home between nine middle‐class Caucasian American mothers and their 2‐ to 4‐year‐old children. All dyads produced conflicts with nonse‐rious, imaginary and/or ritual markings for a mean of 31% (± 2.8%) of all mother‐child conflicts. Overall, most mother‐child marked conflicts were nonserious, but the percentage of marked conflicts that were imaginary increased with age. Mothers used marked conflicts to manage ongoing problematic interactions with their children, while children apparently introduced marked conflicts primarily during play. Available data on child‐child conflicts showed that some of these conflicts also were marked and were introduced primarily during play. Implications for how varieties of conflict may contribute to social competence within the family and peer group are discussed.
The Ecology of Family Guidance in Low‐Income Mexican‐American and European‐American Families*
Authors: Azmitia Margarita , Cooper Catherine R. , García Eugene E. , Dunbar Nora D. 
Published: April 2006

AbstractThis two‐part study applied an ecocultural perspective to socialization of daily and long‐term goals in low‐income Mexican‐American and European‐American families with children in third, fifth, and seventh grades. The first part of the study examined family members' participation and parents' socialization goals and guidance strategies for their children's daily household chores and homework activities. The second part of the study examined parents' long‐term aspirations and guidance strategies for their children's educational, vocational, and moral development. For daily activities, results showed that in Mexican‐American families both parents and siblings played important roles, whereas in European‐American families parents were the primary socialization agents. As predicted, in both groups parents' expertise influenced their guidance strategies. Finally, Mexican‐American and European‐American parents differed in their relative endorsement of gender, relational, and self‐reliance goals for household chores. For long‐term goals, parents in both groups held high educational, vocational, and moral aspirations for their children. However, some parents of seventh‐graders had lower educational and vocational aspirations than those of fifth‐ and third‐graders. Although expertise consistently influenced Mexican‐American parents' guidance strategies, the pattern for European‐American parents was mixed. The discussion highlights between‐ and within‐group differences in daily and long‐term socialization practices with an emphasis on resources and vulnerabilities in the families.
Age Differences in the Correlates of Perceived Dominance*
Authors: Wright Jack C. , Zakriski Audrey L. , Fisher Philip 
Published: April 2006

AbstractPrevious evidence indicates that the correlates of dominance vary over studies. We hypothesized that one source of this variability is that dominance shifts with age from being associated with aggression to being more associated with prosocial behavior and sociometric status. To test this, we examined 10 vs. 13 year‐old boys' perceptions of dominance, using a measure that assessed the perceived outcomes of dyadic agonism. In a sample consisting predominantly of lower‐ and middle‐SES boys from public schools attending a racially integrated summer program for youths with behavior problems, we examined the relation between perceived dominance, sociometric status, and measures of social behavior, including physical and verbal aggression. Perceived dominance was associated with hitting and bullying among 10 year‐olds, whereas among 13 year‐olds it was more closely associated with sociometric status. The measure of perceived dominance we present produced rigidity scores comparable to those found using behavioral measures of dominance.
Infants' Sensitivity to Manipulations of Maternal Touch During Face‐to‐Face Interactions*
Authors: Stack Dale M. , LePage Diane E. 
Published: April 2006

AbstractForty‐eight mothers and their 5.5‐month‐olds participated in a series of face‐to‐face interactions consisting of a Normal plus three still‐face (SF) periods where mothers could touch their infants (SF with touch). The primary objective was to determine whether young infants are sensitive to subtle changes in maternal touch. Variations in infants' affective and attentional responses were revealed as a function of the different periods; infants smiled more when mothers were requested to maximize their smiling using touch alone, and gaze shifted from mothers' faces in the Normal period to their hands in the SF with touch periods. Results imply that: (1) infants are sensitive to subtle changes in their mothers' touching, (2) mothers are effective in using touch to elicit specific infant responses, (3) touch‐only interactions are positive, as reflected in infants' gaze and affective displays, (4) mothers use consistent types of touch when touching specific areas of their infants' bodies during brief interactions.
Learning How to Say What One Means: A Longitudinal Study of Children's Speech Act Use*
Authors: Snow Catherine E. , Pan Barbara Alexander , Imbens‐Bailey Alison , Herman Jane 
Published: April 2006

AbstractIn this paper we present a set of methods for describing development in the expression of communicative intents. Studying children in interaction with a parent, we found children improved from age 14 to 32 months in the number of communicative attempts per minute they made, in the intelligibility of their attempts, as well as in the repertoire of intents they expressed. Correlations with other language measures suggest that a complete picture of language development requires a description of pragmatic skills in addition to syntactic and lexical indices. Our two‐level coding scheme revealed that the social‐interactive interchanges most commonly engaged in by the youngest children were negotiating immediate activity, discussing a joint focus of attention, and directing hearer's attention. Within these social interchanges, a small but widely shared set of communicative intents was expressed by the younger children; surprisingly, questions were quite late emerging communicative intents, as were agreeing, disagreeing, and giving reasons
A Developmental Perspective on Community Service in Adolescence
Authors: Yates Miranda , Youniss James 
Published: April 2006

AbstractA substantial number of U.S. adolescents currently participate in community service and there is increased national interest in service programs. This article assesses the assumption of developmental benefits to service participants by critically reviewing 44 empirical studies. It offers a theoretical framework for understanding the findings by connecting them to identity development and delineating three pertinent concepts: agency, social relatedness, and moral‐political awareness. These concepts are applied to studies that investigate: (1) the characteristics and motivations of participants, (2) the effects of service, and (3) the process of service. The findings support the conclusion that service activities which provide opportunities for intense experiences and social interactions are often associated with prasocial development. The findings also point to the need for more studies focused on particular service programs and on relationships between service providers and those served.
Affiliative Structures in Preschool Peer Groups.
Authors: Strayer F. F. , Santos A. J. 
Published: April 2006

AbstractChanges in affiliative organization of 15 age‐graded toddler and preschool play groups were examined in terms of assessed similarity in patterns of playmate association. Measures of peer association were derived from direct observation of social interaction during free play. The degree of between subject similarity in association profiles was derived using complete linkage hierarchical clustering procedures. Findings revealed distinct social subgroups in all social groups. Secondary analyses showed a linear increase in the size of affiliative subgroups as a function of age. Measures of interactive reciprocity within social subgroups suggested progressive consolidation of affiliative structures with age. Among older children, membership within affiliative subgroups was associated with more frequent preferences for subgroup members. Findings are discussed in terms of how children's insertion within the affiliative network of their peer group constrain socialization of their behavior and provide specific experiences that serve as contexts for the construction of more intimate interpersonal relationships.
The Stability of Social Groups in Childhood and Adolescence: The Role of the Classroom Social Environment.
Authors: Neckerman Holly J. 
Published: April 2006

AbstractThis study provides a developmental analysis of childhood and adolescent social relationships within the school context. The social groups of 220 fourth graders and 475 seventh graders were tracked over a one year interval. The initial results indicated that approximately 30% of the social groups were identified as stable in that they maintained at least 50% of their membership over the one year interval. However, the stability in group affiliations was a function of the stability of the composition of the classroom. When schools did not promote classrooms as a unit, only 6.8% of social groups were stable, as compared to 55% of groups being stable when the school did promote classrooms as a unit. This school effect in group stability was demonstrated by a high correlation (rs = .97) between classroom stability and group stability. Even in unstable classrooms, individuals were more likely to maintain affiliations when group members were assigned to the same classroom. This work suggests that stable environments promote stable relationships, which in turn, may promote greater continuity in the organization of behavioral patterns.
Social Networks and Self Enhancement in Chinese Children: A Comparison of Self Reports and Peer Reports of Group Membership*
Authors: Leung Man‐Chi 
Published: April 2006

AbstractChildren's self reports of social groups were compared with the social groups identified by a consensus judgment of their peers. The subjects were 138 Chinese 4th grade students (mean age = 9.91) from a primary school and 167 Chinese 7th grade students (mean age = 13.09) from a secondary school, both located in Hong Kong. Following the Social Cognitive Map (SCM) procedure, students were asked to identify the social groups within their grades, including their own groups. The subjects also rated themselves on multiple domains of competence. Their teachers rated them on the same domains. Subjects tended to be biased toward self‐enhancement when reporting their own groups: They omitted members who had low school scholastic rank and unfavorable scores on teacher ratings of competence. There was a strong effect of propinquity and gender on group membership, in that all groups were comprised of children from the same classroom and virtually all (98%) of the same sex. Members scored similarly on teacher ratings of competence. In elementary school, conventional values and academic achievement provided the behavioral bases for peer group cohesion. By early adolescence, peer‐related concerns supplemented rather than replaced conventional values as the bases for group cohesion.