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Full-Text Articles in School Psychology
Social Defense: An Evolutionary-Developmental Model Of Children’S Strategies For Coping With Threat In The Peer Group, Meredith J. Martin, Patrick T. Davies, Leigha A. Macneill
Social Defense: An Evolutionary-Developmental Model Of Children’S Strategies For Coping With Threat In The Peer Group, Meredith J. Martin, Patrick T. Davies, Leigha A. Macneill
Department of Educational Psychology: Faculty Publications
Navigating the ubiquitous conflict, competition, and complex group dynamics of the peer group is a pivotal developmental task of childhood. Difficulty negotiating these challenges represents a substantial source of risk for psychopathology. Evolutionary developmental psychology offers a unique perspective with the potential to reorganize the way we think about the role of peer relationships in shaping how children cope with the everyday challenges of establishing a social niche. To address this gap, we utilize the ethological reformulation of the emotional security theory as a guide to developing an evolutionary framework for advancing an understanding of the defense strategies children use …
Efficacy Of The Getting Ready Intervention And The Role Of Parental Depression, Susan M. Sheridan, Lisa Knoche, Carolyn P. Edwards, Kevin A. Kupzyk, Brandy L. Clark, Elizabeth M. Kim
Efficacy Of The Getting Ready Intervention And The Role Of Parental Depression, Susan M. Sheridan, Lisa Knoche, Carolyn P. Edwards, Kevin A. Kupzyk, Brandy L. Clark, Elizabeth M. Kim
Department of Educational Psychology: Faculty Publications
This study reports the results of a randomized trial of a parent engagement intervention (the Getting Ready Project) on directly observed learning-related social behaviors of children from families of low-income in the context of parent-child interactions. The study explored the moderating effect of parental depression on intervention outcomes. Participants were 204 children and their parents, and 29 Head Start teachers. Semi-structured parent-child interaction tasks were videotaped two times annually over the course of two academic years. Observational codes of child behaviors included agency, persistence, activity level, positive affect, distractibility, and verbalizations. Controlling for gender and disability concerns, relative to children …
Gaining Control: Changing Relations Between Executive Control And Processing Speed And Their Relevance For Mathematics Achievement Over Course Of The Preschool Period, Caron A. C. Clark, Jennifer Mize Nelson, John Garza, Tiffany D. Sheffield, Sandra A. Wiebe, Kimberly Andrews Espy
Gaining Control: Changing Relations Between Executive Control And Processing Speed And Their Relevance For Mathematics Achievement Over Course Of The Preschool Period, Caron A. C. Clark, Jennifer Mize Nelson, John Garza, Tiffany D. Sheffield, Sandra A. Wiebe, Kimberly Andrews Espy
Department of Educational Psychology: Faculty Publications
Early executive control (EC) predicts a range of academic out comes and shows particularly strong associations with children’s mathematics achievement. Nonetheless, a major challenge for EC research lies in distinguishing EC from related cognitive constructs that also are linked to achievement outcomes. Developmental cascade models suggest that children’s information processing speed is a driving mechanism in cognitive development that supports gains in working memory, inhibitory control and associated cognitive abilities. Accordingly, individual differences in early executive task performance and the irrelation to mathematics may reflect, at least in part, underlying variation in children’s processing speed. The aims of this study …
Contribution Of Reactive And Proactive Control To Children’S Working Memory Performance: Insight From Item Recall Durations In Response Sequence Planning, Nicolas Chevalier, Tiffany D. James, Sandra A. Wiebe, Jennifer Mize Nelson, Kimberly Espy
Contribution Of Reactive And Proactive Control To Children’S Working Memory Performance: Insight From Item Recall Durations In Response Sequence Planning, Nicolas Chevalier, Tiffany D. James, Sandra A. Wiebe, Jennifer Mize Nelson, Kimberly Espy
Department of Psychology: Faculty Publications
The present study addressed whether developmental improvement in working memory span task performance relies upon a growing ability to proactively plan response sequences during childhood. Two hundred thirteen children completed a working memory span task in which they used a touchscreen to reproduce orally presented sequences of animal names. Children were assessed longitudinally at 7 time points between 3 and 10 years of age. Twenty-one young adults also completed the same task. Proactive response sequence planning was assessed by comparing recall durations for the 1st item (preparatory interval) and subsequent items. At preschool age, the preparatory interval was generally shorter …
Being Shy At School, Kathleen Moritz Rudasill, Irina Kalutskaya
Being Shy At School, Kathleen Moritz Rudasill, Irina Kalutskaya
Department of Educational Psychology: Faculty Publications
In our commentary on “Bashful boys and coy girls: A review of gender differences in childhood shyness” by Doey et al. (2013) we provide an analysis of limitations to the study of shyness in children as well as future avenues of research that may be fruitful for better understanding implications of shyness in school. Our focus is primarily on shyness in the classroom context, but we first discuss persistent difficulties in the measurement of shyness in childhood. Like Doey et al., our commentary reflects research in samples from the United States and Canada, unless otherwise noted. We then delve into …