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Showing 2,101 to 2,115 of 5,768 results
Peer reviewed
Direct linkYunger, Jennifer L.; Carver, Priscilla R.; Perry, David G. – Developmental Psychology, 2004
This study examined influences of gender identity on change in preadolescents' adjustment over time. In each of two successive years, three measures of gender identity (felt gender typicality, contentment with gender assignment, and felt pressure for gender conformity) and four measures of adjustment (self-esteem, internalizing symptoms,…
Descriptors: Peer Acceptance, Sexual Identity, Gender Issues, Preadolescents
Buss, Kristin A.; Davidson, Richard J.; Kalin, Ned H.; Goldsmith, H. Hill – Developmental Psychology, 2004
The putative association between fear-related behaviors and peripheral sympathetic and neuroendocrine reactivity has not been replicated consistently. This inconsistency was addressed in a reexamination of the characterization of children with extreme fearful reactions by focusing on the match between distress behaviors and the eliciting context.…
Descriptors: Metabolism, Fear, Toddlers, Psychophysiology
Li, Jin – Developmental Psychology, 2004
The purpose of this study was to examine cultural influences on conceptual orientations of learning in U.S. and Chinese preschoolers. A sample of 188 preschoolers 4-6 years of age provided free-narrative responses to 2 story beginnings about the learning behavior of 2 protagonists, 1 who worked hard and 1 who gave up. Results showed that despite…
Descriptors: Cultural Differences, Cultural Influences, Preschool Children, Foreign Countries
Moore, M. Keith; Meltzoff, Andrew N. – Developmental Psychology, 2004
Fourteen-month-old infants saw an object hidden inside a container and were removed from the disappearance locale for 24 hr. Upon their return, they searched correctly for the hidden object, demonstrating object permanence and long-term memory. Control infants who saw no disappearance did not search. In Experiment 2, infants returned to see the…
Descriptors: Object Permanence, Long Term Memory, Infants, Infant Behavior
Ganger, Jennifer; Brent, Michael R. – Developmental Psychology, 2004
The authors asked whether there is evidence to support the existence of the vocabulary spurt, an increase in the rate of word learning that is thought to occur during the 2nd year of life. Using longitudinal data from 38 children, they modeled the rate of word learning with two functions, one with an inflection point (logistic), which would…
Descriptors: Language Acquisition, Vocabulary Development, Developmental Stages, Child Development
McWayne, Christine M.; Fantuzzo, John W.; McDermott, Paul A. – Developmental Psychology, 2004
The present concurrent study combined developmental and ecological considerations to examine the unique contribution of multiple preschool competencies to an indicator of early academic success. Participants included 195 Head Start children from 32 classrooms representative of a large, urban Head Start program. Dimensional (variable-centered)…
Descriptors: Disadvantaged Youth, Profiles, Academic Achievement, Preschool Children
Allhusen, Virginia; Belsky, Jay; Booth-LaForce, Cathryn L.; Bradley, Robert; Brownwell, Celia A; Burchinal, Margaret; Campbell, Susan B.; Clarke-Stewart, K. Alison; Cox, Martha; Friedman, Sarah L.; Hirsh-Pasek, Kathryn; Houts, Renate M.; Huston, Aletha; Jaeger, Elizabeth; Johnson, Deborah J.; Kelly, Jean F.; Knoke, Bonnie; Marshall, Nancy; McCartney, Kathleen; Morrison, Frederick J.; O'Brien, Marion; Tresch Owen, Margaret; Payne, Chris; Phillips, Deborah; Pianta, Robert; Randolph, Suzanne M.; Robeson, Wendy W.; Spieker, Susan; Lowe Vandell, Deborah; Weinraub, Marsha – Developmental Psychology, 2004
This study evaluated the extent to which first-grade class size predicted child outcomes and observed classroom processes for 651 children (in separate classrooms). Analyses examined observed child-adult ratios and teacher-reported class sizes. Smaller classrooms showed higher quality instructional and emotional support, although children were…
Descriptors: Teaching Methods, Group Activities, Literacy, Family Income
Muter, Valerie; Hulme, Charles; Snowling, Margaret J.; Stevenson, Jim – Developmental Psychology, 2004
The authors present the results of a 2-year longitudinal study of 90 British children beginning at school entry when they were 4 years 9 months old (range = 4 years 2 months to 5 years 2 months). The relationships among early phonological skills, letter knowledge, grammatical skills, and vocabulary knowledge were investigated as predictors of word…
Descriptors: Early Reading, Phonemes, Grammar, Word Recognition
Vasilyeva, Marina; Huttenlocher, Janellen – Developmental Psychology, 2004
The map is a small-scaled version of the space it represents. It has been argued that children have difficulty interpreting maps because they do not understand scale relations. Recent research has shown that even preschoolers can solve problems that involve scaling in one dimension. This study examined whether early scaling ability extends to…
Descriptors: Scaling, Maps, Preschool Children, Spatial Ability
Chang, Lei – Developmental Psychology, 2004
This study introduces a social context model within which peer acceptances of prosocial-leadership, aggression, and social withdrawal were examined as functions of the contextual norms of these behaviors. The major postulate of the model is that the extent to which a behavior permeates a social context facilitates peer acceptance of the behavior.…
Descriptors: Social Environment, Norms, Peer Acceptance, Interpersonal Competence
King, Pamela Ebstyne; Furrow, James L. – Developmental Psychology, 2004
Although existing literature demonstrates that developmental benefits are associated with religion for adolescents, little is understood about the dynamics of this relationship. Drawing on social capital theory, this study tested a conceptual model exploring socially embedded religious influences on moral outcomes. A three-dimensional model of…
Descriptors: Urban Youth, Interpersonal Relationship, Interaction, Adolescents
Brown, Christia Spears; Bigler, Rebecca S. – Developmental Psychology, 2004
Children (N = 76; ages 5-10 years) participated in a study designed to examine perceptions of gender discrimination. Children were read scenarios in which a teacher determined outcomes for 2 students (1 boy and 1 girl). Contextual information (i.e., teacher's past behavior), the gender of the target of discrimination (i.e., student), and the…
Descriptors: Sex Fairness, Student Attitudes, Sex, Teacher Behavior
Mistry, Rashmita S.; Biesanz, Jeremy C.; Taylor, Lorraine C.; Burchinal, Margaret; Cox, Martha J. – Developmental Psychology, 2004
The current study examines relations of mean-level estimates, linear changes, and instability in income and family processes to child outcomes and addresses whether income, through its impact on family functioning, matters more for children living in poverty. Temporal changes and instability in family processes, but not income, predicted…
Descriptors: Preschool Children, Poverty, Family Income, Cognitive Development
Callanan, Maureen A.; Sabbagh, Mark A. – Developmental Psychology, 2004
Children sometimes seem to expect words to have mutually exclusive meanings in certain contexts of early word learning. In 2 studies, 12- to 24-month-old children and their parents were videotaped as they engaged in conversations while playing with sets of toys (sea creatures, vehicles, doll clothing) in free-play, storytelling, and categorization…
Descriptors: Context Effect, Preschool Children, Cognitive Development, Identification
Guttentag, Robert; Ferrell, Jennifer – Developmental Psychology, 2004
Three experiments examined developmental change in children's understanding of regret and relief, two second-order emotions whose quality depends on a comparison between reality and "what might have been." In Experiment 1, participants 7 years of age and older, but not 5-year-olds, made regret-related emotion-response judgments that took into…
Descriptors: Age Differences, Child Development, Young Children, Emotional Response
