bluuebunny/crossref_metadata_2025_split huggingface dataset:
Understanding responsibility: Adolescents' views of delegation and follow‐through within the family
Authors: Goodnow Jacqueline J. , Warton Pamela M. 
Published: April 2006

AbstractMost studies of responsibility emphasize judgments about blame, with cognitive sophistication as the major basis for variations in judgments. The present study explores an alternative. The judgments are about actions that should be taken, with interpersonal relationships as the major basis. In the situations considered, one sibling asks another to take on a job normally done by the asker. The judgments have to do with the responsibility to follow‐through, and with the implementation of responsibility (appropriate as against inappropriate ways to remind, give details, or check that the job has been done). Among 14‐ and 18‐year‐olds, the majority regarded follow‐through as an obligation, with some variation as a function of circumstances. Judgments about appropriate and inappropriate implementation showed a concern with avoiding both negative attributions and the appearance of coercion, in line with the nature of the relationship. Age differences were not significant but gender, in combination with age, was a factor on some judgments. Overall, the results point to the feasibility and the value of considering responsibility in terms of appropriate actions and of linking the analysis of judgments about responsibility to analyses of relationships.
Social process theory of emotion: A dynamic systems approach
Authors: Fogel Alan , Nwokah Eva , Dedo Jae Young , Messinger Daniel , Dickson K. Laurie , Matusov Eugene , Holt Susan A. 
Published: April 2006

AbstractIn this paper we apply a dynamic systems perspective to infant emotional development. We propose that emotions are not states but self‐organizing dynamic processes intimately tied to the flow of an individual's activity in a context. We review data on the relationship between emotional actions and the social context, in particular the development of smiling and laughter. These data are more adequately explained by our perspective than by other theories of emotional development. We provide a model for how emotional processes in early infancy become embedded into sociocultural systems, and suggest new avenues of research on emotional development.
Child effects in socialization research: Some conceptual and data analysis issues
Authors: Russell Alan , Russell Graeme 
Published: April 2006

AbstractThis paper examines issues associated with the conceptualization of child effects in socialization research and outlines possible data analysis strategies that may be used with contemporaneous correlational data from parents and children. The paper begins with an outline of some recognized prohlems in the studv of child effects. The role of cognitive factors, which complicate efforts to disentangle child effects, is emphasized, in an attempt to clarify further the meaning of child effect, three different types of effect are outlined and then a distinction is made between moderator and mediator variables. In general, a moderator variable specifies when certain outcomes will hold (e.g. for one type of child but not another), whereas a mediator variable indicates how or why the outcome occurs. The distinction between moderator‐mediator variables provides the main focus of the paper. It assists in the conceptualization of child effects, as well as having direct implications for data analysis strategies. The relevance of the distinction is illustrated via data from a study of family relationships. The use of correlations, multiple regressions with interaction terms, and latent variable path analysis are examined as ways of investigating moderator and then mediator variables. Conclusions are reached about conceptual and data analysis difficulties associated with attempts to determine child effects.
Efe fathers: one among many? A comparison of forager children's involvement with fathers and other males
Authors: Morelli Gilda A. , Tronick Edward Z. 
Published: April 2006

AbstractThe study reported describes Efe (pygmy) forager one‐, two‐, and three‐year‐olds' involvement with males. The Efe of northeastern Zaïre were chosen because their social organization allows us to examine hypotheses based on studies in Western, technologically complex societies about the distinctive role fathers play in the lives of their young children. Behavioral observations of Efe children's day‐to‐day activities with fathers, men and boys were recorded using a focal subject sampling technique (Altmann, 1974). Two behavioral measures were created to capture the extent to which males were involved with children: Social engagement describes males' involvement with children and social attention describes eavesdropping by children on males' everyday activities. Eight one‐year‐olds, 7 two‐year‐olds and 8 three‐year‐olds were each observed for six, one‐hour observation sessions that were distributed evenly over the daylight hours. Data were analyzed using the traditional measure of involvement (e.g., adult males) and using a newly developed measure of the involvement of the average individual (e.g., average adult mate). Comparisons at each of the ages showed that fathers were consistently like other men in the extent to which children participated in social activities with them and watched their activities. Only fathers' level of social engagement declined significantly as children grew older. Boys' role relative to other males became increasingly distinctive as children aged. The findings suggest that Efe fathers may not be unique in the same sense assumed by Western study ideals, and raise questions about the special status given to fathers in Western theory and data. The patterning of mate involvement with children is discussed in terms of Efe community life, and in terms of Efe children's developing understanding of their relationship with fathers and other males.
The social bases of language acquisition
Authors: Tomasello Michael 
Published: April 2006

AbstractA language is composed of conventional symbols shaped by their social‐communicative functions. Children acquire these symbols, both lexical and syntactic, in the context of culturally constituted event structures that make salient these functions. In the acquisition process children rely on cultural learning skills (i.e., imitative learning). These skills emanate from their ability to participate intersubjectively with adults in cultural activities (i.e., joint attention), which underlies their ability to understand the ways adults are using particular pieces of language. The development of communicative competence as a whole, including not only lexical and syntactic skills but also various pragmatic skills, depends largely on feedback about communicative efficacy that children receive from different interactants. This feedback is used by children to make further inferences about the conventional functional significance of particular linguistic expressions. This social‐pragmatic view of language acquisition obviates the need for a priori, specifically linguistic, format constraints on the language acquisition process.
Nature, nurture, and social development*
Authors: Plomin Robert 
Published: April 2006

AbstractIt is time to bring nature (genetics) together with nurture (environment) in the study of social development. Following a brief overview of behavioral genetic theory and methods, three examples are described of new genetic research especially relevant to social developmentalists. First, initial research findings on three key domains of social development (attachment, empathy, and social competence) suggest that genetic factors contribute to individual differences in social development. Second, research on widely used measures of social environment implicates a genetic contribution, which opens up new directions for research at the interface of nature and nurture in social development. Third, by the turn of the century, it is predicted that behavioral genetic research will be conducted using DNA markers that assess genetic variation among individuals directly rather than resorting to indirect estimates based on twin and adoption methods. This will revolutionize behavioral genetic research and make it more accessible and applicable to developmentalists. As a first step in the direction of behavioral genetics, social developmentalists are encouraged to include siblings in their research.
Linkages between parent—child interaction and conversations of friends
Authors: Kahen Vanessa , Katz Lynn Fainsilber , Gottman John M. 
Published: April 2006

AbstractIn this study we examined how mothers' and fathers' parenting behavior during parent—child interaction related to children's ability to successfully interact with peers. Children's ability to engage in coordinated interaction, and their negativity and positivity towards peers were examined. Observational data were collected on 56 families in both parent—child and peer interaction settings. Results suggested that father's emotional volatility was related to children's tendency to play at a low level of engagement with their best friends (e.g. engage in parallel play or monologue). Both mother's and father's affective communication were related to children's tendency to play at a higher level of engagement, such as through establishing common ground activities, exchanging information, and self‐disclosing personal information or feelings. Parental intrusiveness, low engagement and use of derisive humor was also related to children's negativity during peer interaction. Results support the hypothesis that both fathers and mothers provide a context for children's development of the ability to engage in and maintain interpersonal interaction, and mothers' parenting may influence the amount of positive affect children express during dyadic play.
The world of parents and peers: coercive exchanges and children's social adaptation
Authors: Dishion Thomas J. , Duncan Terry E. , Eddy J. Mark , Fagot Beverly I. , Fetrow Rebecca 
Published: April 2006

AbstractThe relation among child antisocial behavior, child coercive exchanges with parents and peers, and the social adaptation of middle‐childhood‐aged boys and girls was investigated. The 374 children were observed during laboratory tasks with their parents and during recess with peers. A covariance model was tested that hypothesized that coercive exchanges with parents and peers would contribute uniquely to a multiple‐agent assessment of child antisocial behavior, supporting an ecological view of social development. A single model described both boys and girls adequately, although minor gender‐specific variations in effect size did produce a better fit. Children's antisocial behavior was associated with school maladaption primarily among boys, as represented by academic engagement in the classroom and peer nominations of social preference. Children's antisocial behavior and coercive interactions, in contrast, were correlated with peer antisocial behavior in both girls and boys.
Illustrating the interface of family and peer relations through the study of child maltreatment
Authors: Rogosch Fred A. , Cicchetti Dante 
Published: April 2006

AbstractThe developmental study of social adaptation in maltreated children provided the context for examining the linkages between family and peer relations. Participants included 115 school‐age children; 59 were maltreated. Teachers and peers in the classrooms of the targeted children provided assessments of the social functioning of individual children. Mothers completed an assessment of their parenting practices. The results demonstrated that teachers perceived maltreated children, particularly physically abused children, as lower in social competence and social acceptance and higher in externalizing behavior problems. Peers were more likely to actively withdraw from or reject maltreated children. Patterns of peer‐perceived aggression and withdrawal were examined, and maltreated children who were both aggressive and withdrawn were particularly deficient in social effectiveness. Maltreatment and parenting practices were related to differences in social effectiveness. Continuities in relationship disturbance from families to peers were discussed.
Attachment, Intelligence, and Language: A Meta‐analysis†
Authors: van IJzendoorn Marinus H. , Dijkstra Jarissa , Bus Adriana G. 
Published: April 2006

AbstractIn attachment theory, several hypotheses about the association between attachment and cognitive development have been generated. In a series of meta‐analyses on 32 studies, we tested whether the quality of attachment is related to intelligence (DQ or IQ) and to language competence. Attachment showed a weak association with DQ and IQ measures (combined r = .09; N = 1026). The combined effect size for the relation between attachment and language competence was r = .28 (N = 303). We conclude, first, that differences in intelligence do not play a major role in shaping attachment relationships. Differences in quality of attachment are not confounded in any significant way with differences in intelligence. Second, secure children appeared to be more competent in the language domain than insecure children. Language development appears to be stimulated in the context of a secure attachment relationship because secure parents may be better ‘teachers’ and secure children may be better motivated ‘students’.
Perception of Parental Reciprocity Scale (POPRS): Development and Validation with Adolescents and Young Adults
Authors: Wintre Maxine Gallander , Yaffe Marvin , Crowley Jeannine 
Published: April 2006

AbstractThe present paper describes the development of a new scale, the Perception of Parental Reciprocity Scale (POPRS), and research findings obtained with this instrument. Based on Youniss' (1980) theory, this scale assesses the extent of perceived mutual reciprocity in adolescents'/young adults' relations with their parents. An initial pool of 51 items was administered to 141 unmarried undergraduates along with measures of self‐esteem, locus of control, and consultant choice to indicate construct validity. Item analyses and reliability procedures produced a 43‐item scale. A second study of 1602 students between the ages of 13 and 25 examined further issues: cross‐replication, cross‐validation, reliability with young adolescents, reliability over time, criterion and construct validity, and age‐related differences in scores. In addition to POPRS and the scales used in Study 1, measures included three global statements, attachment to parents, attitude to private personal authority, and scores on an open‐ended interview. Results from both studies demonstrated high reliability, and construct and criterion validity. Furthermore, a significant age effect supports Youniss' theory of a developmental transformation in parent‐child relations beginning in late adolescence and continuing in early adulthood.
Mother and Child Reports of Preschool Children's Social Support Networks: Network Correlates of Peer Acceptance
Authors: Bost Kelly K. 
Published: April 2006

AbstractThis study examined the relations between characteristics of preschool children's social support networks and peer acceptance. Mothers and their children completed network interviews that assessed structural features of the child's network, the actual performance of supportive behaviors across four support domains (daily maintenance, occasional maintenance, emotional support, recreation), and the perceived closeness of the relationships between children and network members. Mothers tended to identify broader networks than did their children, and both maternal and child reports of the number of males included in the network were significant correlates of peer acceptance. A gender effect was also revealed suggesting that boys' networks included more male members than those of girls whereas girls mentioned more females as network members than did boys. Further analyses indicated that maternal reports of enacted emotional support, network size for emotional and recreational support and perceived closeness to network members were positively associated with peer acceptance measures. Child reports of the number of network members with whom he/she had a ‘special relationship’ and enjoyed spending time were correlated positively with peer acceptance. Multiple regression analyses revealed that network variables accounted for significant proportions of variance in peer acceptance measures.
Developmental differences in baserate estimates of social behaviors and attitudes
Authors: Jacobs Janis E. , Greenwald Jessica P. , Osgood D. Wayne 
Published: April 2006

AbstractThis study examined the development of baserate estimation skills for everyday social events and attitudes. Subjects in grades one, three, and six responded to questions concerning their own rates of behavior and attitudes, and their estimates of baserates of behaviors and attitudes for their classmates. The findings indicate a general increase in accuracy for the estimation of baserates throughout the elementary school years. In addition, younger subjects were less likely to make similar estimates for themselves and their classmates than were older respondents. Developmental changes in estimation accuracy are discussed in relation to task content, use of the response scale, correspondence between self‐reports and estimates, and sample variability.
The social worlds of 8‐ and 12‐month‐old infants: Early experiences in two subcultural contexts
Authors: Leyendecker Birgit , Lamb Michael E. , Schölmerich Axel , Fracasso Maria P. 
Published: April 2006

AbstractIn this study, we explored the everyday experiences of 40 infants from families who migrated recently from Central America to the US. Another 42 infants from middle class families of Euro‐American background were included to facilitate the evaluation of our methodology and findings. Detailed descriptions of the previous 24 hours were obtained by interviewing the mothers when their infants were 8 and 12 months of age. The infants' experiences and activities were very similar in both groups, and the effects of the mothers', fathers' or others' presence on ongoing activities were similar, too. The groups differed with regard to (1) the circadian distribution of activities, (2) opportunities for interactions with various people, and (3) the differences between weekdays and weekends. Overall, the social worlds of the Central American children were characterized by the simultaneous presence of several people and thus by multiple social partners. The social worlds of the Euro‐American children were characterized by more opportunities for dyadic interactions and by exposure to fewer partners.
Joint Attention and Imitative Learning in Children, Chimpanzees, and Enculturated Chimpanzees*
Authors: Carpenter Malinda , Tomasello Michael 
Published: April 2006

AbstractIn this study we compared the nature of the joint attentional interactions that occurred as chimpanzees and human children engaged with a human experimenter (E). Subjects were three chimpanzees raised mostly with conspecifics (mother‐reared), three chimpanzees raised in a human‐like cultural environment (encultur‐ated), and six 18‐month‐old human children. Of particular interest were possible differences between the two groups of chimpanzees that might have resulted from their different ontogenetic histories. Observations were made as subjects participated in an imitative learning task involving a number of novel objects. Variables coded were such things as subjects' looks to the object, looks to E, the coordination of such looks in periods of joint engagement with E, and gestural attempts to direct E's attention or behavior (declaratives and imperatives). Results showed that encultur‐ated chimpanzees were most similar to human children in social interactions involv‐ing objects, for example, in their attention to the object in compliance with E's request, their joint attentional interactions during less structured periods, and their use of declarative gestures to direct E's attention to objects. They were not similar to children, but rather resembled their mother‐reared conspecifics, in the duration of their looks to E's face. A positive relation between subjects' joint attentional skills and their imitative learning skills was found for both chimpanzee and human sub‐jects. It is concluded that a human‐like sociocultural environment is an essential component in the development of human‐like social‐cognitive and joint attentional skills for chimpanzees, and perhaps for human beings as well
Child Temperament as a Mediator of Mother‐Toddler Problem Solving*
Authors: Gauvain Mary 
Published: April 2006

AbstractThis paper is concerned with the role of child temperament in regulating adult‐child cognitive interaction. Two studies were conducted to investigate whether child temperament as rated by the mother at an earlier time relates to maternal guidance and partner involvement on a joint task at a later time. In Study 1, 26 2.5‐year‐old children and their mothers participated in joint problem solving followed by a child‐only posttest involving related tasks. Children rated as having more difficult temperaments received more cognitive assistance and disapproval from their mothers, as well as greater involvement from them in more challenging aspects of the tasks. Temperament was not related to child involvement during the joint task nor to task performance during the interaction or on the posttest. In Study 2, another group of 26 2.5‐year‐old children and their mothers participated in joint problem solving using different tasks than in Study 1. Results from Study 2 replicate those of Study 1. Also, children rated as having more difficult temperaments performed more poorly on the individual posttest. Results support the suggestion that child temperament may mediate the cognitive opportunities that arise during parent‐child collaboration and are discussed in relation to Vygotsky's notion of the zone of proximal development.
Attachment and Joint Problem‐Solving Experiences During the Preschool Period
Authors: Moss Ellen , Gosselin Catherine 
Published: April 2006

AbstractThis study examined how attachment quality, measured during the preschool period using the Waters & Deane Q‐Sor. (1985). affects preschoolers' collaborative problem‐solving interactions. We compared collaborative styles of 19 securely‐ and 18 insecurely‐attached three and four year olds during a grocery planning task with mother and then a strange female adult who was also the mother of a preschool child. Results indicated that securely‐attached preschoolers were more likely to show task‐relevant and metacognitive behavior in both contexts and performed better with the stranger than did their insecure peers. The collaborative style of mothers of secure children was more in synchrony with secure children's level of participation in the task than with that of insecure children who were less focused on goal‐directed task activities. Strangers were generally less structuring than mothers particularly with insecure children. Interestingly, the security status of the stranger's own child did not influence her collaborative style with an unfamiliar preschooler. Results are discussed with reference to concepts from both attachment and Vygotskian theories.