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Full-Text Articles in Psychology
Impulsivity Symptoms As Core To The Developmental Externalizing Spectrum, Michelle M. Martel, Cheri A. Levinson, Christine A. Lee, Tess E. Smith
Impulsivity Symptoms As Core To The Developmental Externalizing Spectrum, Michelle M. Martel, Cheri A. Levinson, Christine A. Lee, Tess E. Smith
Psychology Faculty Publications
Impulsivity is posited to be a key part of the externalizing spectrum during childhood, but this idea has received minimal empirical attention. The goal of the present investigation was to utilize network analysis to determine whether behavioral impulsivity symptoms are key components of the externalizing network across several developmental periods from preschool into adolescence. Participants were 109 preschoolers (64 % male) ages 3 to 6, 237 children (59 % male) ages 6 to 9, 372 children (59 % male) ages 10 to 13, and 357 adolescents (59 % male) ages 13 to 17 and their parents. Parents completed ratings of …
Do Actions Speak Louder Than Knowledge? Action Manipulation, Parental Discourse, And Children’S Mental State Understanding In Pretense, Dawn Melzer, Laura J. Claxton
Do Actions Speak Louder Than Knowledge? Action Manipulation, Parental Discourse, And Children’S Mental State Understanding In Pretense, Dawn Melzer, Laura J. Claxton
Psychology Faculty Publications
Studies on pretense mental state understanding in young children have produced inconsistent findings. These findings could potentially emerge from the confounding influences of action manipulation or the failure to examine possible influences on individual children’s performances. To address these issues, we created a task in which 68 3- and 4-year-olds viewed two actors, side by side, on a monitor. Children were told that one actor was knowledgeable about a specific animal, whereas the other actor was not. The actors performed identical movements that were either related or unrelated to the animal they were mimicking or engaged in different behaviors contradictory …
Commentary On The Special Issue On Parent Involvement/Engagement In Early Childhood Education, Christopher C. Henrich
Commentary On The Special Issue On Parent Involvement/Engagement In Early Childhood Education, Christopher C. Henrich
Psychology Faculty Publications
The articles in this special issue of the NHSA Dialog contribute to the growing body of literature on the importance of engaging parents in early childhood education for children’s development, learning and achievement. They highlight cultural factors that programs should take into consideration in their outreach to parents, and address a number of potential barriers to their involvement parents may face. Findings reported in this issue also provide evidence-based, innovative strategies for engaging parents. Additionally, the set of articles presents a robust range of ways that parent involvement and engagement in early childhood education can be conceptualized and operationalized. Hopefully …
Infant Imitation Of Peer And Adult Models: Evidence For A Peer Model Advantage, Bridget O. Ryalls, Robina E. Gul, Kenneth R. Ryalls
Infant Imitation Of Peer And Adult Models: Evidence For A Peer Model Advantage, Bridget O. Ryalls, Robina E. Gul, Kenneth R. Ryalls
Psychology Faculty Publications
The imitation behavior of 30 infants, ages 14 to 18 months, were studied using both peer and adult models in an elicited imitation paradigm. Infants watched either a peer or an adult model perform four 3-step sequences (Le., put teddy to bed). Imitation was measured immediately after modeling and 1 week later. Results indicated significant memory for the sequences both immediately after modeling and 1 week later (compared with baseline performance). In addition, children in the peer model group outperformed children in the adult model group at both test times. The implications of these findings are discussed.