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Full-Text Articles in Developmental Psychology
A Close Look At The Connections Between Mental-State Talk, Theory Of Mind, And Source Monitoring During Parent-Child Reminiscing Of Emotional Events, Mallory Earnshaw
A Close Look At The Connections Between Mental-State Talk, Theory Of Mind, And Source Monitoring During Parent-Child Reminiscing Of Emotional Events, Mallory Earnshaw
Theses and Dissertations (Comprehensive)
Autobiographical memories play a critical role in shaping personal identity, regulating emotions, and guiding future behaviour. Reminiscing about these memories can be particularly beneficial for coping with negative experiences. This study investigated the connections between mental-state talk, theory of mind, and source monitoring in parent-child reminiscing, and how it can be influenced by remembering enjoyable versus frustrating events. This study involved children ages 3-8 (N = 50) and consisted of two sessions. In the first session, the child reminisced with their parent about an enjoyable and frustrating event and completed two source-monitoring tasks. In the second session, the child …
What Develops In Moral Identities? A Critical Review, Tobias Krettenauer, Steven Hertz
What Develops In Moral Identities? A Critical Review, Tobias Krettenauer, Steven Hertz
Psychology Faculty Publications
According to the standard model of moral identity development, moral identities emerge during adolescence and early adulthood. Contrary to this assumption, however, moral identity research has consistently failed to demonstrate any age-related change in this developmental period. The present paper discusses implications of this non-finding. It is argued that researchers need to broaden the scope of inquiry and include developmental aspects of the moral identity construct that have been neglected in the past. Three areas are identified where moral identity development likely occurs in adolescence and beyond: (1) context-dependent differentiation and integration of the self-importance of moral values, (2) growth …
Social Factors Influencing Early Reading Development From Kindergarten To Grade One In English-Speaking Public Schools In Ontario And Quebec, Katherine Wood
Social Factors Influencing Early Reading Development From Kindergarten To Grade One In English-Speaking Public Schools In Ontario And Quebec, Katherine Wood
Theses and Dissertations (Comprehensive)
This research study examines the influence of providing parents with early literacy or socio-emotional instruction on their children’s performance in reading and social skill development. Parents were offered four interactive workshops designed to assist them in identifying everyday opportunities to reinforce either early reading skills or early social skills development. Two reading skills approaches were explored, traditional text reading and traditional text reading with computer-assisted learning opportunities. These two reading approaches were contrasted with a set of social development workshops derived from social-emotional learning models. Children’s performance was measured at three time intervals from early kindergarten to early in grade …