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1.
The early development of inhibited approach was studied through the observation of infants' reaching toward objects. 48 infants were observed longitudinally at 6.5, 10, and 13.5 months as they reached for toys under high- and low-intensity/novelty conditions. It was predicted that if an approach system related to positive affect were in place by 6 months, infants should show relative interindividual stability across age in their latency to approach low-intensity/novelty toys. This latency would also be inversely related to temperamental positive affect, that is, children who smiled and laughed more would reach more quickly. It was also predicted that, if behavioral inhibition to high-intensity/novelty stimuli were developing over this period, relative instability of latency to grasp high-intensity/novelty toys would be found. This latency would also be positively related to temperamental ratings of fearfulness, that is, children who were more fearful, would grasp more slowly. These hypotheses were generally supported, with the exception of the relation between parent-reported fearfulness and latency to approach and grasp. In addition, sex differences in frequency of hesitations were found.  相似文献   

2.
This study used a short-term longitudinal design to examine the role of effortful control, behavior problems, and peer relations in the academic adjustment of 74 kindergarten children from primarily low-income families. Teachers completed standardized measures of children's effortful control, internalizing and externalizing problems, school readiness, and academic skills. Children participated in a sociometric interview to assess peer relations. Research Findings: Correlational analyses indicate that children's effortful control, behavior problems in school, and peer relations are associated with academic adjustment variables at the end of the school year, including school readiness, reading skills, and math skills. Results of regression analyses indicate that household income and children's effortful control primarily account for variation in children's academic adjustment. The associations between children's effortful control and academic adjustment do not vary across the sex of the child or ethnicity. Mediational analyses indicate an indirect effect of effortful control on school readiness through children's internalizing problems. Practice or Policy: Effortful control emerged as a strong predictor of academic adjustment among kindergarten children from low-income families. Strategies for enhancing effortful control and school readiness among low-income children are discussed.  相似文献   

3.
The study examined performance of 6- to 11-year-old children, from gifted and mainstream academic programs, on measures of mental-attentional capacity, cognitive inhibition, and speed of processing. In comparison with mainstream peers, gifted children scored higher on measures of mental-attentional capacity, responded more quickly on speeded tasks of varying complexity, and were better able to resist interference in tasks requiring effortful inhibition. There was no group difference on a task requiring automatic inhibition. Comparisons between older and younger children yielded similar results. Correlations between inhibition tasks suggest that inhibition is multidimensional in nature, and its application may be affected by task demands. Measures of efficiency of inhibition and speed of processing did not explain age or group differences on a complex intellective measure of mental-attentional capacity.  相似文献   

4.
We report a two-year longitudinal study aimed at investigating the rate of access to numerical and non-numerical information in long-term memory and the functioning of automatic and effortful cognitive inhibition processes in children with arithmetical learning disabilities (ALDs). Twelve children with ALDs, of age 9.3 years, and twelve gender–age-matched controls were involved in the study. Rate of access was measured through digit- and letter-naming tasks, automatic cognitive inhibition was measured using a negative priming paradigm, and effortful cognitive inhibition was measured rating intrusion errors in a working memory task. Children with ALDs suffered from a deficit in the speed of activating both numerical and non-numerical information from long-term memory and in effortful inhibition mechanisms. No evidence for dysfunction of the automatic inhibition processes was found.  相似文献   

5.
This study examined relations of temperamental fearfulness/anxiety proneness, attachment security, and maternal discipline with emerging internalization in 103 26–41-month-old toddlers. It was a further test of the model that proposed that child temperament (1) is an important underpinning of early internalization and (2) moderates the influence of socialization. All constructs were measured using multiple behavioral observations in several contexts at home and laboratory and parental reports. Fearfulness/anxiety was associated with several measures of internalization. There was also strong evidence of diverse pathways to internalization for children with different temperaments. For the relatively fearful/anxious children, maternal gentle discipline deemphasizing power, thus presumably resulting in an optimal, moderate level of anxious arousal, predicted internalization. For the relatively fearless children, however, security of attachment was associated with internalization. The findings are discussed within a framework proposing alternative pathways to internalization—one capitalizing on fear/anxiety and one building on positive, cooperative interpersonal set between the mother and child—with different pathways effective for children differing in temperament.  相似文献   

6.
This study examined temperament dimensions of emotion as precursors of children's social information processing (SIP) of stressful peer events. Two hundred and forty-three preschool children (M = 4.60 years) and their primary caregivers participated in two measurement occasions spaced 2 years apart. Observations of temperamental anger, fearful distress, positive affect, and effortful control were assessed in multiple laboratory tasks across two visits at Wave 1. SIP assessments from vignettes of peer challenges were repeated across two waves and included: eye tracking measures of attention to peer emotion displays, hostile attribution bias, hostile solutions, and subjective distress. Findings from structural equation models with inclusion of autoregressive controls indicated that effortful control, fear, and anger predicted subsequent changes in specific SIP dimensions.  相似文献   

7.
This study tested Vygotsky’s assumption that sociodramatic play in early childhood contributes importantly to the development of self-regulation. It also explored whether the link between sociodramatic play and self-regulation differs for impulsive and nonimpulsive preschoolers. In a short-term longitudinal design, 51 middle-income 3- and 4-year-olds were observed in their preschool classrooms. Naturalistic observations of total dramatic play, complex sociodramatic (CSD) play, and solitary dramatic play and of self-regulation in two classroom contexts—clean-up periods and group circle time—were gathered at Time 1, in the fall of the school year. To assess development of self-regulation, clean-up and circle time observations were repeated at Time 2, in late winter and early spring. CSD play predicted development of self-regulation during clean-up periods, whereas solitary dramatic play was negatively correlated with improvement in clean-up performance. The CSD play/improved self-regulation relationship was particularly strong for high-impulsive children, nil for low-impulsive children. Findings are consistent with Vygotsky’s theory and suggest that sociodramatic experiences may be especially advantageous for impulsive children, who are behind their peers in self-regulatory development.  相似文献   

8.
Kiel EJ  Buss KA 《Child development》2006,77(2):355-370
Past research provides associations between maternal parenting behaviors and characteristics such as depression and toddlers' fearful temperament. Less is known about how maternal cognitive characteristics and normal personality relate to fearful temperament. This study examined associations among the maternal cognitive characteristic of accuracy, maternal personality, toddler gender, context, and 24-month-old toddlers' fearful temperament. Mothers were more accurate in predicting their daughters' emotional reactions in fear-eliciting contexts. High maternal approach personality was related to increased maternal accuracy for boys. High maternal approach personality, in conjunction with lower accuracy, however, was associated with higher levels of toddlers' fearful temperament. Results suggest implications for the current understanding of toddlers' fearful temperament.  相似文献   

9.
Research Findings: The present cross-sectional study investigated the question of whether 6 different temperament dimensions (inhibition to novelty, social orientation, motor activity, positive emotionality, negative emotionality, and attention) influenced cognitive and affective theory of mind (ToM) in 168 children (86 three/four-year-olds and 82 four/five-year-olds). Temperament was measured via a parent-report questionnaire, cognitive ToM via a classical false-belief task, and affective ToM via a comprehensive test tapping 3 levels of emotion comprehension (external, mental, and reflexive). In addition, language competence was assessed with a direct test evaluating both receptive and expressive language. The results showed that after we controlled for language ability, inhibition to novelty predicted higher levels of cognitive ToM in 4/5-year-old children. In addition, higher levels of social orientation predicted better comprehension of the external aspects of emotion in both younger and older children. Practice or Policy: Our results highlight the importance of the early identification of less sociable children, who might benefit from training interventions aimed at increasing their affective ToM abilities. At the same time, they are also consistent with previous evidence indicating that an inhibited approach to social interaction can promote false-belief understanding.  相似文献   

10.
Effortful Control and Academic Achievement in Rural China   总被引：1，自引：1，他引：0  
Research Findings: This study investigated the relationships between effortful control and early literacy and mathematics achievement. A total of 181 children (85 girls and 96 boys) from rural China were assessed when they were in Grades 1 and 2. Path analyses controlling for maternal education indicated that effortful control at the beginning of Grade 1 predicted incremental achievement in literacy and mathematics at the end of Grade 1 and mathematics achievement at the end of Grade 2. Growth in effortful control during Grade 1 also contributed significantly to the prediction of both literacy and mathematics achievement at the end of Grade 2. Although girls performed significantly better than boys in literacy achievement, gender did not moderate the relationships between effortful control and literacy and mathematics achievement. Practice or Policy: Children’s effortful control appears to be an important predictor of early literacy and mathematics achievement. Findings suggest that children’s effortful control should be fostered during the preschool and early years of formal schooling, and this can be done in both home and school contexts.  相似文献   

11.
This study examined bidirectional associations between mothers' depressive symptoms and children's externalizing behavior and whether they were moderated by preschool‐age effortful control and gender. Mothers and teachers reported on 224 primarily White, middle‐class children at ages 3, 5, and 10. Effortful control was assessed via behavioral battery and mother ratings. Structural equation modeling indicated that maternal depressive symptoms at child age 3 predicted more externalizing behavior at age 10 among children with low effortful control and among boys. Externalizing behavior at age 3 predicted fewer depressive symptoms at the age 10 assessments among mothers of children with high effortful control. Boys with suboptimal self‐regulation exposed to high levels of maternal depressive symptoms were at greatest risk for school‐age behavioral problems.  相似文献   

12.
Initial intervention processes for children with intellectual disabilities (IDs) largely focused on direct efforts to impact core cognitive and academic deficits associated with the diagnosis. Recent research on risk processes in families of children with ID, however, has influenced new developmental system approaches to early intervention. Recent risk and resilience processes are reviewed that connect stress, family process, and the high rates of behavioral problems in children with ID that have substantial influence on child and family outcomes. These models are linked to emerging evidence‐based intervention processes that focus on strategic parent skill training and mindfulness interventions that reduce parental stress and create indirect benefits for children's behavioral competencies. A family‐focused developmental systems approach (M. J. Guralnick, 2011) is emphasized.  相似文献   

13.
Research Findings: This study is an examination of (a) links between preschool children’s temperament (effortful control, shyness, and anger) and teacher–child conflict and (b) classroom instructional and emotional support as moderators of associations between temperament and teacher–child conflict. Children (N = 104) were enrolled in 23 classrooms in 9 preschools in a midwestern city. Teachers provided ratings of children’s temperament and parents reported demographic information in the fall of the school year, classrooms were observed in the winter to assess instructional and emotional support, and teachers rated conflict with children in the spring. Multilevel models were estimated, and 3 main findings emerged. First, children’s effortful control was negatively associated with their level of conflict with teachers. Second, children’s effortful control was negatively related to teacher–child conflict in classrooms with low emotional support but unrelated to conflict in classrooms with high emotional support. Third, children’s effortful control was negatively related to conflict in classrooms with high instructional support but unrelated to conflict in classrooms with low instructional support. Practice or Policy: Findings highlight the importance of considering the interplay of children’s effortful control and preschool classroom instructional and emotional support in the development of early teacher–child conflict.  相似文献   

14.
The purpose of this study was to test a hypothesized model that specified direct and indirect linkages between the individual difference variables of epistemic beliefs, need for cognition, individual interest, and prior knowledge, the processing variables of effort, deeper-level strategies, and situational interest, and multiple-text comprehension. Using a path analysis approach with a sample of 279 Norwegian upper secondary school students, results indicated that students' effort and deeper-level strategies predicted their multiple-text comprehension, with the individual difference variables indirectly affecting multiple-text comprehension through their influence on effortful, adaptive multiple-text processing. In addition, students' prior knowledge about the topic of the texts seemed to affect their multiple-text comprehension directly as well as indirectly. Both theoretical and educational implications of the results are discussed.  相似文献   

15.
The concept of the learning organisation is related to current and emerging practice in staff development, particularly in the Enterprise in Higher Education initiative. We examine the link between organisational development and individual development and argue that the current climate of rapid change makes a strategic and coherent approach particularly necessary. Key issues include the renegotiation of relationships between managers and professionals, the role of corporate strategy and the development of organisational cultures which are tolerant, but purposive. We conclude by describing the characteristics of staff development processes which have the capacity to enhance organisational learning.  相似文献   

16.
Extreme poverty all over the world is concentrated in rural settings. However, studies about cognition in low socioeconomic status (SES) children are for the most part conducted in urban populations. This paper investigates, in a poor rural sample, what are the individual and socioenvironmental variables that make the difference in performance in a processing speed task. Forty four 5‐year‐old children were evaluated with a processing speed task; individual and socioenvironmental information was obtained from parents' interviews. Higher scores in the effortful control dimension of temperament were associated with higher performance in the processing speed task. No other individual or socioenvironmental variable predicted the performance. These results showed that effortful control is important in processing speed and suggest that in low SES rural contexts, low effortful control children would require stronger interventions.  相似文献   

17.
Experiments on problems of development of abilities have been carried out for five years with pupils in different age groups. The basis of the approach was development of psychodiagnostic approaches that would help in speeding up the development of cognitive activity in children with ordinary abilities. Gifted children display a high level of self‐regulation, master complicated psychological processes faster, react positively to novelty and complexity, and can differentiate more clearly. Teaching of gifted children is carried out in the Small Academy of Sciences, where programs on the development of interests and abilities take account of each specific pupil's characteristics. Gifted children can predict the future better, their plans are directed to the future. They are interested in renewing society, because their aims are more motivated by a strongly developed future perspective. Further work requires coordination with the International Council on Children's Talents and Gifts, especially regarding teacher training programs involving the study of special endowments and their development.  相似文献   

18.
Research Findings: We examined relations of effortful control with parent emotion socialization practices and child social behavior using a person-centered approach in children ages 18 months to 5 years. A total of 76 parents (66 mothers, 10 fathers) completed questionnaires at screening and 6-month follow-up. There were no age differences in change in effortful control. K-means cluster analysis identified 2 clusters for parent emotion socialization: low-involvement parents (lower levels on emotion coaching/dismissing and positive/negative expressivity) and high-involvement parents (higher levels on all such practices). Parent socialization profile was indirectly associated with children's positive social behaviors through children's change in effortful control. These associations did not extend to aggressive behavior. Children with parents who actively engage in a variety of emotion socialization practices may increase more in regulatory capacities and engage in more positive social behavior. Practice or Policy: The present study suggests the importance of using a variety of socialization strategies with young children to foster adaptive regulatory and social behaviors.  相似文献   

19.
This study examined the role of self-regulation in emerging academic ability in one hundred and forty-one 3- to 5-year-old children from low-income homes. Measures of effortful control, false belief understanding, and the inhibitory control and attention-shifting aspects of executive function in preschool were related to measures of math and literacy ability in kindergarten. Results indicated that the various aspects of child self-regulation accounted for unique variance in the academic outcomes independent of general intelligence and that the inhibitory control aspect of executive function was a prominent correlate of both early math and reading ability. Findings suggest that curricula designed to improve self-regulation skills as well as enhance early academic abilities may be most effective in helping children succeed in school.  相似文献   

20.
The authors investigated the relationships among effortful control and frustration and literacy proficiency of preadolescence to determine which subcomponent of effortful control and/or emotion might be critical in achieving academic success. The participants included 72 children recruited from a larger longitudinal study. Children's frustration, effortful control, and literacy skills were assessed at Grade 5, and their nonverbal IQ levels were assessed at Grade 1. Effortful control and frustration were measured by a self-report questionnaire. Literacy proficiency was measured with tests of reading comprehension, written language, and the semestral grades in the subject of Chinese literacy. Results showed that children with higher effortful control perception had better literacy abilities, particularly writing and language academic achievement. The dispositional frustration moderated the predictive effect of attention control on children's reading comprehension. The findings support the importance of self-regulation and emotions on literacy proficiency.  相似文献   

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