The primary objectives of this investigation were to examine the attributions, emotional reactions, and coping strategies of shy withdrawn and aggressive girls and boys "and" to examine whether such social cognitions differ within the relationship context of friendship. Drawn from a sample of fifth and sixth graders (M age=10.79 years; SD=.77), 78…

Four-year-old children showing low levels of social behavior in a laboratory play session with unfamiliar peers were classified as reticent (unoccupied or onlooking behaviors) or solitary-passive (solitary constructive or exploratory play). Compared with a group of more social children, the children in both low-social groups were rated high on…

Used prospective longitudinal design to ascertain whether different types of behavioral inhibition were stable from toddler to preschool age, and whether inhibited temperament or parenting style predicted children's subsequent social/behavioral problems. Found that traditional and peer-social toddler inhibition predicted socially reticent behavior…

Examined behavioral inhibition and psychophysiological markers of frontal electroencephalogram (EEG) asymmetry for children identified at 4 months as at-risk for later inhibition. Found that 4-month temperament predicted inhibition over first 2 years and behavioral reticence at 4. Infants remaining inhibited displayed EEG asymmetry as early as 9…

In this introductory chapter, guided by developmental psychopathology and developmental science as overarching integrative theoretical frameworks, the authors define three constructs related to social anxiety in childhood (behavioral inhibition, anxious solitude/withdrawal, and social anxiety disorder) and analyze commonalities and differences in…

In this chapter, the authors review the history of the Waterloo Longitudinal Project (WLP), the first longitudinal study (1980-1992) dedicated to the study of social withdrawal, its correlates, and consequences. Theories underlying the WLP are described, as are its empirical findings. Recent research from other labs that has extended the findings…

In this chapter, the authors examine the differences between mothers and fathers in the socialization of specific emotions in preschool-aged boys and girls. They argue that mothers and fathers play both distinct and complementary roles in the development of children's emotional competence; these roles are influenced both by parents' own gender, as…

Assessed mothers' childrearing attitudes and toddler behavior to predict mothers' emotions, attributions, parenting goals, and socialization strategies in response to vignettes depicting aggressive and withdrawn child behaviors two years later. Found that most child effects were moderated by maternal attitudes or gender effects. Authoritarian…

Examined factors associated with young children's aggression. Observed 104 toddlers during free play with same-sex peer, with both mothers present. Found that early out-of-home care was not related to aggression. Boys were more aggressive than girls. Observed aggression and mother-reported externalizing problems were associated significantly with…

Assessed 8-year-olds' perceptions of emotional support from mother and best friend. Found that preschool attachment security predicted age-8 maternal-support perceptions better than did mother's behavior. Identification of best friends as part of the support network related positively to social competence. The more insecurely attached children…

Examined toddlers' behavioral inhibition and wariness with peers in novel situations involving unfamiliar settings, adults, and peers. Found little consistency of inhibited behavior across the three situations. Consistently inhibited toddlers had fearful temperaments, showed distress after maternal separation, and had mothers who were warm and…

Seven-year olds (N=55) were administered cognitive measures of communicative egocentrism and moral judgment and were provided with two opportunities to display altruistic behavior; (1) to donate candy to poor children, and (2) to help a younger child complete a task. Success on the two cognitive measures was positively correlated with the…

Examines the convergent and discriminant validity of six widely used measures of role-taking skill. The Borke; Rothenberg; Miller, Kessel, and Flavell; Chandler; DeVries; and Glucksberg and Krauss tasks were administered to children in preschool and grades 1, 3, and 5. (Author/JMB)

A total of 24 middle class and 16 lower class preschoolers were observed during free play period on 30 consecutive school days. The behaviors of the children were coded by combining the social play categories of Parten and the cognitive play schemes of Smilansky. Results indicate a significant difference in types of play by class. (Author/SB)