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Direct linkPosada, German; Lu, Ting; Trumbell, Jill; Kaloustian, Garene; Trudel, Marcel; Plata, Sandra J.; Peña, Paola P.; Perez, Jennifer; Tereno, Susana; Dugravier, Romain; Coppola, Gabrielle; Constantini, Alessandro; Cassibba, Rosalinda; Kondo-Ikemura, Kiyomi; Nóblega, Magaly; Haya, Ines M.; Pedraglio, Claudia; Verissimo, Manuela; Santos, Antonio J.; Monteiro, Ligia; Lay, Keng-Ling – Child Development, 2013
The evolutionary rationale offered by Bowlby implies that secure base relationships are common in child-caregiver dyads and thus, child secure behavior observable across diverse social contexts and cultures. This study offers a test of the universality hypothesis. Trained observers in nine countries used the Attachment Q-set to describe the…
Descriptors: Cross Cultural Studies, Child Behavior, Caregiver Child Relationship, Child Development
Pan, Bin; Li, Tengfei; Ji, Linqin; Malamut, Sarah; Zhang, Wenxin; Salmivalli, Christina – Child Development, 2021
The present longitudinal study examined how and why classroom-level victimization moderates the prospective association between peer victimization and depressive symptoms with 2,643 third- and fourth-graders (M[subscript age] = 10.01 years) in China. Multilevel modeling revealed that peer victimization was more strongly associated with increasing…
Descriptors: Classroom Environment, Victims, Bullying, Peer Acceptance
Zhang, Ying; Haraksingh, Rajini; Grubert, Fabian; Abyzov, Alexej; Gerstein, Mark; Weissman, Sherman; Urban, Alexander E. – Child Development, 2013
Structural variation of the human genome sequence is the insertion, deletion, or rearrangement of stretches of DNA sequence sized from around 1,000 to millions of base pairs. Over the past few years, structural variation has been shown to be far more common in human genomes than previously thought. Very little is currently known about the effects…
Descriptors: Genetics, Child Development, Molecular Structure, Developmental Disabilities
Rodkin, Philip C.; Roisman, Glenn I. – Child Development, 2010
This study identified correlates and developmental antecedents that distinguish popular-aggressive elementary school children from other youth. Drawing on the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1022), popular-aggressive children were identified through teacher ratings over…
Descriptors: Elementary School Students, Aggression, Interpersonal Competence, Child Care
Purpura, David J. – Child Development, 2019
Over two decades ago, the "30-million-word" gap rose to prominence after work by Hart & Risley (1995) suggested that children from families with low socioeconomic status (SES) heard fewer words than their peers from families with higher SES during their first 4 years of life. Recent research challenges the magnitude and even…
Descriptors: Socioeconomic Status, Attribution Theory, Vocabulary Development, Peer Relationship
Kilmer, Ryan P.; Gil-Rivas, Virginia – Child Development, 2010
This study explored posttraumatic growth (PTG), positive change resulting from struggling with trauma, among 7- to 10-year-olds impacted by Hurricane Katrina. Analyses focused on child self-system functioning and cognitive processes, and the caregiving context, in predicting PTG at 2 time points (Time 1n = 66, Time 2n = 51). Findings suggest that…
Descriptors: Caregivers, Coping, Cognitive Processes, Posttraumatic Stress Disorder
Quam, Carolyn; Swingley, Daniel – Child Development, 2012
Young infants respond to positive and negative speech prosody (A. Fernald, 1993), yet 4-year-olds rely on lexical information when it conflicts with paralinguistic cues to approval or disapproval (M. Friend, 2003). This article explores this surprising phenomenon, testing one hundred eighteen 2- to 5-year-olds' use of isolated pitch cues to…
Descriptors: Cues, Computer Assisted Instruction, Nonverbal Communication, Young Children
Haun, Daniel B. M.; Tomasello, Michael – Child Development, 2011
Both adults and adolescents often conform their behavior and opinions to peer groups, even when they themselves know better. The current study investigated this phenomenon in 24 groups of 4 children between 4;2 and 4;9 years of age. Children often made their judgments conform to those of 3 peers, who had made obviously erroneous but unanimous…
Descriptors: Reference Groups, Preschool Children, Peer Influence, Followup Studies
Marcovitch, Stuart; Boseovski, Janet J.; Knapp, Robin J.; Kane, Michael J. – Child Development, 2010
Goal neglect is the phenomenon of failing to execute the momentary demands of a task despite understanding and being able to recall the task instructions. Successful goal maintenance is more likely to occur in adults with high working memory capacity (WMC) who can keep rules mentally accessible while performing the task. The current study…
Descriptors: Short Term Memory, Task Analysis, Recall (Psychology), Young Children
Peer reviewedBanks, W. Curtis; Rompf, William James – Child Development, 1973
Examined the phenomenon by self-rejection in black children using a game-like situation with either a black or a white child as a partner. No consistent results were found to support previous findings of black self-rejection. (ST)
Descriptors: Elementary School Students, Minority Group Children, Racial Differences, Racial Identification
Peer reviewedSchiff, William – Child Development, 1983
Children 3.5 to 5.5 years of age who were unable to conserve length with Piaget's classical task did conserve length with parallel nonverbal tasks. Findings suggest that "preoperational" children apparently do not fail to conserve length because of centration, misleading perceptual information, or immature cognitive operations regarding…
Descriptors: Conservation (Concept), Logical Thinking, Nonverbal Ability, Nonverbal Tests
Peer reviewedAcredolo, Curt; Acredolo, Linda P. – Child Development, 1980
Tests Piaget's assertion that the anticipation of conservation among otherwise nonconserving children is a pseudoconservation since it is limited to those lacking knowledge of covariation. Number, area, and length conservation tasks and a covariation task were given to 96 children from kindergarten through the fifth grade. (Author/SS)
Descriptors: Cognitive Development, Conservation (Concept), Elementary School Students, Kindergarten Children
Bernstein, Daniel M.; Atance, Cristina; Meltzoff, Andrew N.; Loftus, Geoffrey R. – Child Development, 2007
Although "hindsight bias" (the "I knew it all along" phenomenon) has been documented in adults, its development has not been investigated. This is despite the fact that hindsight bias errors closely resemble the errors children make on theory of mind (ToM) tasks. Two main goals of the present work were to (a) create a battery of hindsight tasks…
Descriptors: Perspective Taking, Preschool Children, Cognitive Development, Correlation
Peer reviewedHawkins, Robert P. – Child Development, 1973
Study demonstrates that the curvilinear relation between age and peripheral learning from films may not be so general a phenomenon as it appeared from previous research. (Author/CB)
Descriptors: Age Differences, Attention, Childhood Interests, Content Analysis
Peer reviewedHale, Gordon A.; Lipps, Leann E. T. – Child Development, 1974
Young children usually prefer to classify objects on the basis of shape rather than color. The present study explored this phenomenon with a stimulus matching test and a component selection test. (ST)
Descriptors: Attention, Behavior Development, Classification, Cognitive Development
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