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| Elementary School Students | 9 |
| Interaction Process Analysis | 9 |
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| Child Development | 9 |
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| Cicirelli, Victor G. | 2 |
| Stouwie, Roger J. | 2 |
| Barkley, Russell A. | 1 |
| Cantor, Nancy L. | 1 |
| Cunningham, Charles E. | 1 |
| Jeffrey, D. Balfour | 1 |
| Matthews, Karen A. | 1 |
| Teyber, Edward C. | 1 |
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| Journal Articles | 1 |
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Peer reviewedJeffrey, D. Balfour; And Others – Child Development, 1972
Data clearly supported the major hypotheses concerning the superiority of contingent reinforcement over nurturance in facilitiating imitation. (Authors)
Descriptors: Data Analysis, Elementary School Students, Identification (Psychology), Imitation
Peer reviewedTeyber, Edward C.; And Others – Child Development, 1977
Oral responses of 180 male and female undergraduates to scenarios containing positive-loving, neutral-informational, and/or negative-rejecting male child communications were obtained. Responses were scored along 25 specific categories, as well as a global rating of acceptance/rejection of child. (Author/JMB)
Descriptors: College Students, Elementary School Students, Interaction Process Analysis, Interpersonal Relationship
Peer reviewedMatthews, Karen A. – Child Development, 1977
Compares a female caregiver's interactions with children characterized as Type A, impatient and competitive, to her interactions with children who are characterized as patient and non-competitive, Type B. The effects of the caregiver's behavior patterns (Type A or B) on the interaction process are also analyzed. (JMB)
Descriptors: Adults, Behavior Patterns, Elementary School Students, Individual Characteristics
Peer reviewedCantor, Nancy L.; And Others – Child Development, 1977
Results indicating that adult males direct more praise, verbal help, and other forms of positive attention to responsive than to unresponsive children are contrasted with results obtained in a previous study of the reactions of women subjects. (Author/JMB)
Descriptors: Attention, Behavior Patterns, Children, College Students
Peer reviewedStouwie, Roger J. – Child Development, 1972
Neither content of instructions nor personality characteristics are effective independently, but rather they combine to produce a rather clear-cut joint effect, with the dominant rather than the warm person's instruction being followed. (Author)
Descriptors: Adults, Elementary School Students, Ethics, Interaction Process Analysis
Peer reviewedCunningham, Charles E.; Barkley, Russell A. – Child Development, 1979
Groups of 20 normal and 20 hyperactive boys ranging in age from 6 to 12 years were observed interacting with their mothers in 15-minute free-play and 15-minute structured-task situations. (JMB)
Descriptors: Comparative Analysis, Elementary Education, Elementary School Students, Hyperactivity
Peer reviewedCicirelli, Victor G. – Child Development, 1976
Subjects were eight first-graders with older siblings, half from 2-child families and half from larger families. The four sex combinations of sibling pairs were equally represented. Half the children were aided on the task by their mother; half were aided by their sibling. Comparisons were made by sex and family size. nAuthor/JH)
Descriptors: Elementary School Students, Family Characteristics, Family Relationship, Interaction Process Analysis
Peer reviewedStouwie, Roger J. – Child Development, 1971
Study investigated the effects of inconsistency of instructions, order of presentation of instructions, and sex of child upon children's behavior in a resistance-to-temptation situation. (Author)
Descriptors: Analysis of Variance, Behavioral Science Research, Conflict, Data Analysis
Peer reviewedCicirelli, Victor G. – Child Development, 1972
Results are interpreted in terms of role theory and sibling rivalry, and have application for school practice. (Author)
Descriptors: Age Differences, Birth Order, Concept Formation, Cross Age Teaching
