View All Items

Title: AGGRESSIVE AND NONAGGRESSIVE BOYS' AND GIRLS' VALUATIONS OF THE OUTCOMES OF AGGRESSION.
Creator: BOLDIZAR, JANET P., Florida Atlantic University
Abstract/Description: This research was designed to test the hypothesis that, compared to nonaggressive children and girls, aggressive children and boys would assign more value to the beneficial outcomes of aggression and less value to the detrimental outcomes of aggression. A secondary goal of the research was to orthogonally examine the effects of subject sex and target sex on children's cognitions about the outcomes of aggression, as these two factors have been confounded in previous studies by asking children...
Show moreThis research was designed to test the hypothesis that, compared to nonaggressive children and girls, aggressive children and boys would assign more value to the beneficial outcomes of aggression and less value to the detrimental outcomes of aggression. A secondary goal of the research was to orthogonally examine the effects of subject sex and target sex on children's cognitions about the outcomes of aggression, as these two factors have been confounded in previous studies by asking children to report cognitions about aggressing against a same-sex target. Eighty-eight subjects were selected from the third through sixth grades to represent equal numbers of aggressive and nonaggressive boys and girls. The valuation questionnaire to which children responded consisted of six domains of consequences presented in vignettes in which the child is asked to imagine that s/he has been provoked by a classmate and is thinking about aggressing against that peer. The outcome domains were derived from social learning theory and included tangible rewards, status concerns, retaliation concerns, victim suffering, peer disapproval, and negative self-evaluation. Results confirmed the hypotheses that, compared to nonaggressive children and girls, aggressive children and boys cared more about the beneficial status gains of aggression and less about retaliation, victim suffering, peer disapproval, and negative self-evaluations. In addition, subject sex effects were not diminished by the orthogonal manipulation of target sex, although male targets did elicit greater concerns about retaliation and tangible rewards. A subject sex by target sex interaction suggested, however, that concerns about aggressive outcomes were more pronounced with same-sex targets, especially for boys. Finally, a second, shorter questionnaire explored possible relationships between outcome valuations and expectations by asking children to rate both the importance and likelihood of each of the six domains of consequences in four additional vignettes. Results indicated some differences among aggressive and nonaggressive boys and girls in the extent to which the ratings were correlated, suggesting that a more complete understanding of the social cognitive mediators of aggression in children might be gained from independent assessment of both outcome valuations and expectations.
Show less
Date Issued: 1987
PURL: http://purl.flvc.org/fcla/dt/11900
Subject Headings: Aggressiveness in children, Child psychology
Format: Document (PDF)

Title: RESPONSE EVALUATION PROCESSES IN VICTIM CHILDREN.
Creator: MILMED, ELLEN, Florida Atlantic University
Abstract/Description: Using Dodge's (1986) model of social information processing, evaluations of alternative responses to provocations were examined in 48 third through sixth graders on three dimensions: global evaluations, expected outcomes, and perceived self-efficacy. Several hypotheses were generated for each dimension in relation to four competent and incompetent response types. To test the hypotheses, children were first classified as to their victim status and aggression status, and were then given a...
Show moreUsing Dodge's (1986) model of social information processing, evaluations of alternative responses to provocations were examined in 48 third through sixth graders on three dimensions: global evaluations, expected outcomes, and perceived self-efficacy. Several hypotheses were generated for each dimension in relation to four competent and incompetent response types. To test the hypotheses, children were first classified as to their victim status and aggression status, and were then given a series of short provocation scenarios and questions designed to measure their evaluations of specified response alternatives. The results provided some support for the proposition that victim children may evaluate certain responses differently from nonvictims. It was suggested that future research may reveal further victim-nonvictim differences by use of more personalized and affectively intense provocation situations.
Show less
Date Issued: 1987
PURL: http://purl.flvc.org/fcla/dt/14418
Subject Headings: Violence in children, Child psychology
Format: Document (PDF)

Title: Trait Mindfulness in Children: The Effects on Stress Reactivity and Self-Regulation.
Creator: Marchesani, Alexandra, Jones, Nancy Aaron, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: Recent success of mindfulness-based interventions in adult and clinical populations, as well as in classroom settings, has spurred the need for a more thorough understanding of mindfulness as a trait that can affect early development of self-regulatory characteristics. The current study used previously collected data on 4th and 5th graders to explore the relationships between trait mindfulness, self-regulation, and stress reactivity, measured using cortisol levels. Self-regulation was...
Show moreRecent success of mindfulness-based interventions in adult and clinical populations, as well as in classroom settings, has spurred the need for a more thorough understanding of mindfulness as a trait that can affect early development of self-regulatory characteristics. The current study used previously collected data on 4th and 5th graders to explore the relationships between trait mindfulness, self-regulation, and stress reactivity, measured using cortisol levels. Self-regulation was measured using effortful control (attention, inhibitory control, and activation control), conscientiousness, agreeableness, negative emotion regulation, and openness to experience. Cortisol findings were significant for negative emotion regulation. Results revealed several significant positive associations between trait mindfulness and several self-regulatory characteristics among people who did and did not respond to a stressor. Further research is necessary to tease apart the unique contribution of individual self-regulatory characteristics, including trait mindfulness, on stress reactivity.
Show less
Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014270
Subject Headings: Mindfulness (Psychology), Child development, Child psychology, Self-management (Psychology) for children
Format: Document (PDF)

Title: CHILDREN’S EMOTIONAL RESPONSIVENESS AND THE CONTRIBUTIONS OF PARENTS’ EXPRESSIVE TENDENCIES DURING EMOTIONALLY POSITIVE AND NEGATIVE INTERACTIONS.
Creator: Smatrakaleva, Kristina G., Jones, Nancy Aaron, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: This study examines how children learn emotional information and management from their primary caretakers during interactions with positive and negative narratives. Fifty-six preschoolers and their parents participated in a storytelling and discussion task, where each parent presented a happy and a sad story. Preschoolers were coded for their involvement, emotional comprehension, and concern, while parents were rated on their support, scaffolding, and expressiveness. Findings reveal that warm...
Show moreThis study examines how children learn emotional information and management from their primary caretakers during interactions with positive and negative narratives. Fifty-six preschoolers and their parents participated in a storytelling and discussion task, where each parent presented a happy and a sad story. Preschoolers were coded for their involvement, emotional comprehension, and concern, while parents were rated on their support, scaffolding, and expressiveness. Findings reveal that warm responsive and expressive parental behaviors contribute significantly to children’s cognitive and emotional skills during both positive and negative narrative interactions. Parents high in support and expressiveness (both during the task and within the home) had children who showed higher total expression, in addition to being more positively expressive, more involved, and more understanding of emotional concepts. These results reinforce previously established beliefs on the importance of emotionally open, positively expressive, and cognitively stimulating parent-child interactions on emotional, social, and regulatory competence.
Show less
Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00014011
Subject Headings: Parent and child, Emotion, Developmental psychology
Format: Document (PDF)

Title: The relation of maternal parenting style to how children cope during conflicts with their mothers.
Creator: Gribbin, Allison Elizabeth, Florida Atlantic University, Perry, David G.
Abstract/Description: The purpose of this study was to explore relations between maternal childrearing styles and children's coping styles during mother-child conflict. Mothers reported on six parenting style dimensions: coercive control, overprotective control, emotional control, constructive control, responsiveness, and positive interaction. Children (mean age 12.01 years) reported on seven dimensions of coping during conflict with their mothers: idealization of parent, endorsement of submission, endorsement of...
Show moreThe purpose of this study was to explore relations between maternal childrearing styles and children's coping styles during mother-child conflict. Mothers reported on six parenting style dimensions: coercive control, overprotective control, emotional control, constructive control, responsiveness, and positive interaction. Children (mean age 12.01 years) reported on seven dimensions of coping during conflict with their mothers: idealization of parent, endorsement of submission, endorsement of aggression, self-blame, self-efficacy, anger reaction, and fear reaction. Few relations between the maternal variables and the child variables were significant, but those that were made sense. For example, positive interaction with the mother predicted low endorsement of aggression toward her, and maternal emotional control predicted self-blaming coping. Further research should examine whether the effects of maternal styles on children's behavior problems (e.g., aggression, depression) are mediated by children's coping styles.
Show less
Date Issued: 1995
PURL: http://purl.flvc.org/fcla/dt/15161
Subject Headings: Child rearing, Mother and child, Attachment behavior in children, Adjustment (Psychology), Reinforcement (Psychology)
Format: Document (PDF)

Title: Does children's attachment style influence children's perception of the parent?.
Creator: Kabbas, Diane R., Florida Atlantic University, Perry, David G., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: This thesis examined the possibility of meaningful associations between children's attachment styles in middle childhood and children's perceptions of the parent. Participants were 199 students (94 males, 105 females) in grades three through eight (mean age = 11.03 years) from a Florida university school. The children were administered self-report measures and peer-report nomination measures. Five attachment coping strategies (preoccupied, indecisive, avoidant, coercive, and caregiving) and...
Show moreThis thesis examined the possibility of meaningful associations between children's attachment styles in middle childhood and children's perceptions of the parent. Participants were 199 students (94 males, 105 females) in grades three through eight (mean age = 11.03 years) from a Florida university school. The children were administered self-report measures and peer-report nomination measures. Five attachment coping strategies (preoccupied, indecisive, avoidant, coercive, and caregiving) and four aspects of perceived maternal behavior (reliable support, overprotection, harassment, and fear induction) were assessed and numerous and meaningful associations were found. For example, perceived maternal overprotection was positively associated with preoccupied coping. Significant associations were also found between our avoidant, coercive, indecisive, and caregiving coping measures and perceived maternal reliable support, harassment, and fear induction. Our numerous and significant findings lend further support for the usefulness and value of our concurrent correlational self-report measures and to justify future longitudinal research to compare alternative models.
Show less
Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/13271
Subject Headings: Attachment behavior in children, Parent and child--Research, Adjustment (Psychology), Attachment behavior in adolescence, Mother and child, Child development
Format: Document (PDF)

Title: Attentional basis of deontic reasoning about permission rules in 3-5 year-old children.
Creator: Sellers, Patrick D. II, Bjorklund, David F., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Deontic reasoning is a domain of reasoning concerning permissions, obligations, and prohibitions often utilizing conditional logic (Wason, 1968). Correct identification of rule violations is bolstered by the addition of a social valence to the rule for both adults (Tooby & Cosmides, 1992) and children (Harris & Nunez, 1996). This “deontic advantage” for violation-detection is taken as evidence for evolved social-cognitive mechanisms for reasoning about cheaters in the context of social...
Show moreDeontic reasoning is a domain of reasoning concerning permissions, obligations, and prohibitions often utilizing conditional logic (Wason, 1968). Correct identification of rule violations is bolstered by the addition of a social valence to the rule for both adults (Tooby & Cosmides, 1992) and children (Harris & Nunez, 1996). This “deontic advantage” for violation-detection is taken as evidence for evolved social-cognitive mechanisms for reasoning about cheaters in the context of social contracts (Fiddick, 2004), and the early development of this advantage supports an evolutionary account of such abilities (Cummins, 2013). The current research hypothesized that differential attention to rule elements underlies the early emergence of the deontic advantage. Accuracy to a change-detection paradigm was used to assess implicit attention to various rule elements after children were told 4 different rules (2 social contracts, 2 epistemic statements). Thirteen 3-year-olds, twenty 4-year-olds, and sixteen 5-year-olds completed the experiment. Each participant completed 64 change-detection trials embedded within a scene depicting adherence to or violation of the rule. Results indicate that 4 and 5 year-olds consistently attend to the most relevant rule information for making decisions regarding violation (F(6, 124)=3.86, p<.01, ηp 2 = .144) and that they use observed compliance/non-compliance with the rule to further direct attention (F(6, 138)=3.27, p<.01, ηp 2 = .125). Furthermore, accuracy of change-detection to scenes of rule violation increases from ages 4 to 5, but not 3 to 4. However, a novel finding emerged suggesting that children use the absence of benefit to direct attention, suggesting possible “being-cheated” detection, rather than cheater-detection (F(9, 345) = 21.855, p<.001, ηp 2 = .322). This work is the first to investigate a deontic effect on attentional processes and opens a new avenue of inquiry to understanding the internal and external variables contributing to the development of deontic reasoning. Follow up studies are currently underway to clarify how children use these environmental cues and in/out group membership to direct attention to rule violations.
Show less
Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004159
Subject Headings: Child development, Child psychology, Judgment (Ethics), Judgment in children, Moral development, Reasoning in children
Format: Document (PDF)

Title: Emotional and Behavioral Effects within the Triadic Family System: Actor-Partner Interdependence between Parents and Preschoolers.
Creator: Montena, Alexandra L., Jones, Nancy Aaron, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: The purpose of the current study is to examine emotional and behavioral interdependence within the triadic family system. Interdependence was assessed over time between 17 participant groups of mothers, fathers and preschoolers. Responses of each parent and preschooler were observed during story recitations that were chosen to elicit positive or negative responses; observations included measures of attention, external affect, and affective congruency. Parental self-report ratings of...
Show moreThe purpose of the current study is to examine emotional and behavioral interdependence within the triadic family system. Interdependence was assessed over time between 17 participant groups of mothers, fathers and preschoolers. Responses of each parent and preschooler were observed during story recitations that were chosen to elicit positive or negative responses; observations included measures of attention, external affect, and affective congruency. Parental self-report ratings of expressivity, negative emotions, and child temperament were compared to observations during story recitations, as well. Some father-child interactions appeared to be affected by story condition. However, parent gender had little effect on parent-child interactions overall in regards to child consistency. The findings suggest that children drive the interactions more so than parents. Further research with a larger sample size is needed to fully examine the emotional and behavioral interdependence between parents and preschoolers.
Show less
Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004912, http://purl.flvc.org/fau/fd/FA00004912
Subject Headings: Parent and child., Child rearing., Attachment behavior., Developmental psychology., Education, Preschool--Parent participation., Personality assessment.
Format: Document (PDF)

Title: The development of mother-infant communication through touch and gaze patterns in depressed and non-depressed breast-and bottle-feeding dyads.
Creator: Sader, Jillian., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: The present study examined developmental changes in the establishment of mother-infant tactile and visual communication within depressed and non-depressed breast- and bottlefeeding dyads. 113 (30 depressed, 83 non-depressed mothers) mother-infant dyads participated at the 1-month visit and 87 dyads returned at the 3-month lab visit. Maternal mood status was assessed. EEG recordings were taken from the infants at mid-frontal, central, parietal and occipital sites. Mothers and their infants...
Show moreThe present study examined developmental changes in the establishment of mother-infant tactile and visual communication within depressed and non-depressed breast- and bottlefeeding dyads. 113 (30 depressed, 83 non-depressed mothers) mother-infant dyads participated at the 1-month visit and 87 dyads returned at the 3-month lab visit. Maternal mood status was assessed. EEG recordings were taken from the infants at mid-frontal, central, parietal and occipital sites. Mothers and their infants were videotaped during a 5- minute feeding. The feeding session was coded for touch and gaze, utilizing coding scales similar to those of Polan and Ward (1994) and Moszkowski and Stack (2007). Infant self-touch significantly predicted infant EEG asymmetry scores. Non-depressed and depressed breast-feeding mothers displayed more affectionate touch while depressed bottle-feeding mothers displayed an absence of touch.
Show less
Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3172700
Subject Headings: Pediatric neuropsychology, Child development, Parent and child, Interpersonal communication, Developmental psychology
Format: Document (PDF)

Title: Determinants of attachment style in middle childhood: Perceptions of parental behavior and their relation to attachment coping strategies.
Creator: Cusimano, Angela M., Florida Atlantic University, Perry, David G.
Abstract/Description: Participants were 199 children (105 females) in grades three through eight (mean age = 11.03 years). Five attachment coping strategies were assessed (preoccupied, avoidant, indecisive, coercive, and caregiving), and four aspects of perceived maternal behavior were assessed (reliable support, harassment, overprotection, and fear induction). Numerous meaningful associations were found between the attachment measures and the perceived parenting measures. For instance, perceived maternal...
Show moreParticipants were 199 children (105 females) in grades three through eight (mean age = 11.03 years). Five attachment coping strategies were assessed (preoccupied, avoidant, indecisive, coercive, and caregiving), and four aspects of perceived maternal behavior were assessed (reliable support, harassment, overprotection, and fear induction). Numerous meaningful associations were found between the attachment measures and the perceived parenting measures. For instance, perceived maternal overprotectiveness was significantly related to preoccupied and indecisive coping strategies, whereas perceived maternal harassment, fear induction, and reliable support were related in various ways to avoidant, indecisive, coercive, and caregiving attachment coping strategies. In general, the associations found between the perceived parenting measures and the attachment measures support the construct validity of the self-report measures of attachment and confirm that self-report measures are a fruitful way to assess attachment style in middle childhood.
Show less
Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/13238
Subject Headings: Attachment behavior in children, Parent and child--Research, Mother and child, Adjustment (Psychology)
Format: Document (PDF)

Title: The effect of child temperament in parent-child interactions in a teaching task.
Creator: Mckay, Jodi, Florida Atlantic University, Hoff, Erika
Abstract/Description: The purpose of this study is to investigate the relation between specific measures of child temperament and parent-child interaction in a problem-solving task. One prediction is that children's behavior in a problem solving task will be dictated by their unique temperamental characteristics. It is also thought that child temperament will be related to parental sensitivity to child's emotional cues and understanding as well as teaching strategies and joint decision making. Another prediction...
Show moreThe purpose of this study is to investigate the relation between specific measures of child temperament and parent-child interaction in a problem-solving task. One prediction is that children's behavior in a problem solving task will be dictated by their unique temperamental characteristics. It is also thought that child temperament will be related to parental sensitivity to child's emotional cues and understanding as well as teaching strategies and joint decision making. Another prediction is that temperament affects joint attention between children and their parents. Previous research using aggregated dimensions of temperament have found a relation between child temperament and parent-child interaction, however, the relations between specific temperament variables and child attention and parent-child interactions have not been assessed. The aim of this study is to test the hypothesis that child temperament will be related to child behavior, parental behavior and to the level of joint attention between parent and child in the context of a task activity.
Show less
Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/13267
Subject Headings: Parent and child--Psychological aspects, Child rearing, Temperament in children, Problem solving in children
Format: Document (PDF)

Title: The relation between child temperament and parent and child behavior in the context of a problem-solving task: An exploratory analysis.
Creator: Elledge, Lawrence C., Florida Atlantic University, Hoff, Erika
Abstract/Description: The relation of child temperament to parent and child behavior was examined in the context of a problem-solving task. The participants included 8 mothers and 1 father and their children (4 males, 5 females) between the ages of 28 and 32 months who were videotaped as they worked with puzzles in a laboratory playroom. Child temperament was assessed using the Toddler Behavioral Assessment Questionnaire (TBAQ), a parental report instrument. The parent behaviors measured were the use of directives...
Show moreThe relation of child temperament to parent and child behavior was examined in the context of a problem-solving task. The participants included 8 mothers and 1 father and their children (4 males, 5 females) between the ages of 28 and 32 months who were videotaped as they worked with puzzles in a laboratory playroom. Child temperament was assessed using the Toddler Behavioral Assessment Questionnaire (TBAQ), a parental report instrument. The parent behaviors measured were the use of directives, praise and encouragement, and negative corrections. The child behavior measured was compliance to parental directives. Parent and child behaviors were coded from videotapes of observational sessions. Children's scores on two dimensions of the TBAQ were associated with parenting behavior: Children's scores on the pleasure dimension of temperament were positively associated with parental use of directives, and children's scores on the interest dimension of temperament were negatively associated with parental use of negative corrections. These findings suggest that parents' perceptions of their children's temperaments are associated with their parenting behavior toward their children.
Show less
Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/13217
Subject Headings: Parent and child--Psychological aspects, Temperament in children, Child rearing, Problem solving in children
Format: Document (PDF)

Title: PARENTING AND PARENT-CHILD RELATIONSHIP QUALITY AS PREDICTORS OF FRIENDSHIP DISSOLUTION IN LATE CHILDHOOD AND EARLY ADOLESCENCE.
Creator: Yoho, Michael, Laursen, Brett, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: Friendships convey developmental advantages. Adolescents without friends suffer from a host of difficulties. Much more is known about which friendships are likely to be stable over time, than about maternal contributions to friendship stability. To this end, the current study examines characteristics of mother-child relationship quality (i.e., child reported social support, negativity and relationship importance) and maternal parenting practices (i.e., child-reported behavioral control and...
Show moreFriendships convey developmental advantages. Adolescents without friends suffer from a host of difficulties. Much more is known about which friendships are likely to be stable over time, than about maternal contributions to friendship stability. To this end, the current study examines characteristics of mother-child relationship quality (i.e., child reported social support, negativity and relationship importance) and maternal parenting practices (i.e., child-reported behavioral control and psychological control) that predict the dissolution of children’s friendships in a sample of primary school (ages 10 to 11) and middle school (ages 11 to 14) students attending seven public schools in Lithuania. A total of 574 participants (290 female, 284 male) completed identical surveys at six time points across two consecutive school years. Peer nominations provided an index of peer status (i.e., acceptance or liking and rejection or disliking), which were also included as predictors in order to control the contribution of peer status. Friendships were defined as dyads in which both partners nominated each other as friends. Dissolved Friendships were defined as dyads that were reciprocated at Time 1 but one or both partners failed to nominate the other as a friend as a subsequent time point. Discrete time survival analyses were conducted to predict friendship dissolution from maternal parenting practices variables, mother-child relationship quality variables, peer status variables, and demographic variables (sex, dyad sex, nutrition, household structure, relationship rank). Two sets of analyses were conducted. The individual model explored the degree to which individual scores on each variable predicted friendship dissolution. The dyadic model the degree to which dyadic differences (i.e., the absolute difference between friend scores) on each variable predicted friendship dissolution.
Show less
Date Issued: 2024
PURL: http://purl.flvc.org/fau/fd/FA00014384
Subject Headings: Parent-child relationship, Friendship, Mother and child, Adolescents, Developmental psychology
Format: Document (PDF)

Title: Longitudinal stability of jealousy in infancy.
Creator: Pineda, Melannie, Jones, Nancy Aaron, Mize, Krystal D.
Abstract/Description: Jealousy
Date Issued: 2012-04-06
PURL: http://purl.flvc.org/fcla/dt/3349041
Subject Headings: Developmental psychology, Child development, Parent-Infant relations
Format: Document (PDF)

Title: Muddling through: how young caregivers manage changing complexities.
Creator: Kain, Carole A., Christine E. Lynn College of Nursing
Abstract/Description: In the United States, an estimated 1.4 million children and adolescents, age 18 and under, provide daily unpaid physical, emotional and supportive care to a chronically ill or disabled family member (NAC & UHF). While the phenomenon of caregiving performed by adult children and spouses has been extensively explored by nursing, little is known about how Young Adolescent Caregivers manage being a caregiver while they attend school and mature socially as an adolescent. The purpose of this...
Show moreIn the United States, an estimated 1.4 million children and adolescents, age 18 and under, provide daily unpaid physical, emotional and supportive care to a chronically ill or disabled family member (NAC & UHF). While the phenomenon of caregiving performed by adult children and spouses has been extensively explored by nursing, little is known about how Young Adolescent Caregivers manage being a caregiver while they attend school and mature socially as an adolescent. The purpose of this Grounded Theory study was to identify and describe the basic social psychological problem shared by young adolescent caregivers girls, (N=9), aged 11-14, and the basic social processes used to manage the shared problem. Using the constant comparative method of data analysis, from audio taped and transcribed, semi-structured interviews were reviewed. The Basic Social Psychological Process (BSPP) identified was Managing Complexities. Muddling Through (BSP) was the process identified through constant comparison of the data to create categories. The phases of Muddling Through are: Becoming a Caregiver, Choosing Family, Creating Structure and Maintaining Balance. Young adolescents experienced becoming a caregiver through three paths: Embracing the Challenge, Sharing the Load and Being Assigned. Awareness of the consequences of being a Young Adolescent Caregiver and strategies used by Young Adolescent Caregivers to manage their changing complexities has implications for nursing interventions. Nurses in a variety of settings that treat persons with chronic illnesses can modify their practice to make significant supportive interventions with these largely invisible caregivers. Implications for policy change, nursing education and practice and future research are explored.
Show less
Date Issued: 2009
PURL: http://purl.flvc.org/FAU/227982
Subject Headings: Developmental psychology, Child caregivers, Children of parents with disabilities
Format: Document (PDF)

Title: Young children's artifact conceptualization: a child centered approach.
Creator: Schultz, Patricia P., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: One of the most fundamental functions of human cognition is to parse an otherwise chaotic world into different kinds of things. The ability to learn what objects are and how to respond to them appropriately is essential for daily living. The literature has presented contrasting evidence about the role of perpetual features such as artifact appearance versus causal or inductive reasoning in chldren's category distinctions (e.g., function). The present project used a child-initiated inquiry...
Show moreOne of the most fundamental functions of human cognition is to parse an otherwise chaotic world into different kinds of things. The ability to learn what objects are and how to respond to them appropriately is essential for daily living. The literature has presented contrasting evidence about the role of perpetual features such as artifact appearance versus causal or inductive reasoning in chldren's category distinctions (e.g., function). The present project used a child-initiated inquiry paradigm to investigate how children conceptualize artifacts, specifically how they prioritize different types of information that typify not only novel but also familiar objects. Results underscore a hybrid model in which perceptual features and deeper properties act synergistically to inform children's artifact conceptualization. Function, however, appears to be the driving force of this relationship.
Show less
Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3320103
Subject Headings: Cognition in children, Child development, Reasoning in children, Reasoning (Psychology)
Format: Document (PDF)

Title: Child Maltreatment and Maladaptive Behavior: An Exploration of the Role of Hostility, Social Influence, and Proximity, Regarding Social Learning in Children.
Creator: Samimi, Linda, Tarantino, Santo J., Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of Sociology
Abstract/Description: A study comparing children identified through the juvenile justice system as maltreated to nonmaltreated children was conducted to assess differences in hostility levels between the two groups. Hostility, conceptualized as resistance to social influence, was hypothesized to originate in early childhood as a psychological distancing mechanism which generalizes to social situations of all types. It was further hypothesized that this distancing would promote resistance to social influence and a...
Show moreA study comparing children identified through the juvenile justice system as maltreated to nonmaltreated children was conducted to assess differences in hostility levels between the two groups. Hostility, conceptualized as resistance to social influence, was hypothesized to originate in early childhood as a psychological distancing mechanism which generalizes to social situations of all types. It was further hypothesized that this distancing would promote resistance to social influence and a preference for increased social diatance, diminishing the impact of social learning modalities and increasing the risk for the development of maladaptive social behaviors. T-tests and analysis of variance indicated no significant differences between the two groups regarding hostility scale scores, although maltreated children evidenced significantly less susceptibility to social influence, and were found to score significantly lower on socialization and social adjustment measures.
Show less
Date Issued: 1987
PURL: http://purl.flvc.org/fau/fd/FA00012597
Subject Headings: Child abuse, Hostility (Psychology), Social interaction in children
Format: Document (PDF)

Title: EEG in preschool children and the development of empathy.
Creator: Almeida, Amanda N., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Empathy has been shown to have many positive outcomes in individuals at every stage throughout life. It promotes sociability, helping behaviors, and can protect against the development of psychopathology. Evolutionary theorists have hypothesized that humans have a biological predisposition for empathic response. Temperament, as well as parental interaction with children, account for individual differences in empathic response levels. Much research has also looked at maternal depression as a...
Show moreEmpathy has been shown to have many positive outcomes in individuals at every stage throughout life. It promotes sociability, helping behaviors, and can protect against the development of psychopathology. Evolutionary theorists have hypothesized that humans have a biological predisposition for empathic response. Temperament, as well as parental interaction with children, account for individual differences in empathic response levels. Much research has also looked at maternal depression as a key factor in children's negative emotional responding. We used EEG to measure individual differences in children's empathic emotional responding, as well as parental interaction and its impact on empathy and prosocial development. Results show that children rated as being more sociable are more likely to show outward expressions of empathy. Also, those with greater right frontal asymmetry are more likely to assist others in a prosocial manner.
Show less
Date Issued: 2009
PURL: http://purl.flvc.org/FAU/228771
Subject Headings: Emotions in children, Parent and child, Developmental psychology, Socialization, Psychological aspects, Child development, Helping behavior in children
Format: Document (PDF)

Title: Mother-adolescent conflict and relationship quality in youth with and without behavior problems.
Creator: Prata, Paloma Lopez, Laursen, Brett, Florida Atlantic University
Abstract/Description: Adolescence is a period of significant changes in relationships with mothers, specifically parent-adolescent conflict increases from childhood into adulthood. The present investigation is designed to address these differences by using adolescent and mother reports of conflict and relationship quality. The investigation addresses four research questions. (1) Do characteristics of conflict with mothers differ for adolescents with and without clinical problems? (2) Do perceptions of mother-child...
Show moreAdolescence is a period of significant changes in relationships with mothers, specifically parent-adolescent conflict increases from childhood into adulthood. The present investigation is designed to address these differences by using adolescent and mother reports of conflict and relationship quality. The investigation addresses four research questions. (1) Do characteristics of conflict with mothers differ for adolescents with and without clinical problems? (2) Do perceptions of mother-child relationship quality differ for adolescents with and without clinical problems? (3) Do family characteristics moderate differences between clinical and nonclinical youth in motherchild of conflict? (4) Do family characteristics moderate differences between clinical and nonclinical youth in mother-child relationship quality? The results demonstrated that the clinical group reported more conflicts, greater affect, and less post-conflict interaction than those of the nonclinical group. The clinical group reported higher negativity than the nonclinical group. In addition, levels of positivity were higher for the nonclinical group than for the clinical group.
Show less
Date Issued: 2006
PURL: http://purl.flvc.org/fau/fd/FA00000812
Subject Headings: Mother and child, Child psychopathology, Interpersonal relations in adolescence, Adolescent psychology, Parent and teenager--Cross-cultural studies, Identity (Psychology)
Format: Document (PDF)

Title: Children's conceptual understanding of growth.
Creator: Copeland, Aquilla D., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Growth is a property that is unique to living things. Studies demonstrate that even preschool children use growth to determine whether objects are alive. However, little identifies explanations that children use to attribute growth. The goal of the present study was to investigate how people reason about growth. We hypothesized that older children would outperform younger children in understanding that growth is inevitable for living things, while adults would consistently perform at ceiling...
Show moreGrowth is a property that is unique to living things. Studies demonstrate that even preschool children use growth to determine whether objects are alive. However, little identifies explanations that children use to attribute growth. The goal of the present study was to investigate how people reason about growth. We hypothesized that older children would outperform younger children in understanding that growth is inevitable for living things, while adults would consistently perform at ceiling levels. Our hypothesis was partially supported. Although adults consistently outperformed children, older children rarely outperformed younger children. Still, both younger and older children performed above chance in attributing growth. Moreover, all participants were more likely to use biological explanations to explain growth. Taken together, this research qualifies the early hypotheses of Piaget (1929) and Carey (1985) that children lack a well developed biological domain before age nine, but suggests that a biological domain, though less developed, is present. Based on these findings, implications for more efficient approaches to science education are discussed.
Show less
Date Issued: 2010
PURL: http://purl.flvc.org/FAU/2974434
Subject Headings: Cognition in children, Imagery (Psychology) in children, Child development, Identity (Psychology) in children
Format: Document (PDF)

FAU Theses and Dissertations (44)	+ -
FAU Undergraduate Student Research (1)	+ -

Child development (12)	+ -
Parent and child (11)	+ -
Developmental psychology (7)	+ -
Mother and child (7)	+ -
Child psychology (5)	+ -

Child rearing (5)	+ -
Psychological aspects (5)	+ -
Adjustment (Psychology) (4)	+ -
Adolescent psychology (4)	+ -
Attachment behavior in adolescence (4)	+ -
Attachment behavior in children (3)	+ -
Child psychopathology (3)	+ -
Cognition in children (3)	+ -
Interpersonal relations in adolescence (3)	+ -
Parent and teenager (3)	+ -
Problem solving in children (3)	+ -
Temperament in children (3)	+ -
Adjustment (Psychology) in adolescence (2)	+ -
Adjustment (Psychology) in children (2)	+ -
Aggressiveness in children (2)	+ -
Bullying in schools (2)	+ -
Child rearing. (2)	+ -
Fathers and daughters (2)	+ -
Identity (Psychology) (2)	+ -
Identity (Psychology) in children (2)	+ -
Moral development (2)	+ -
Parent and child--Psychological aspects (2)	+ -
Parent and child--Research (2)	+ -
Parent and child. (2)	+ -
Reasoning in children (2)	+ -

Electronic Thesis or Dissertation (44)	+ -
poster (1)	+ -

Florida Atlantic University (31)	+ -
Charles E. Schmidt College of Science (19)	+ -
Department of Psychology (19)	+ -
Perry, David G. (9)	+ -
Jones, Nancy Aaron (6)	+ -

Search In

Pages

Pages

Sort Results By:

Narrow results by:

Collection

Topical Subject

Geographic Subject

Title as Subject

Genre

Type of Resource

Language

Creator

Format

Owner