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Tracing the Cascade of Children's Insecurity in the Interparental Relationship: The Role of Stage-Salient Tasks
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Davies, Patrick T.; Manning, Liviah G.; Cicchetti, Dante – Child Development, 2013
This study examined whether children’s difficulties with stage-salient tasks served as an explanatory mechanism in the pathway between their insecurity in the interparental relationship and their disruptive behavior problems. Using a multimethod, multi-informant design, 201 two-year-old children and their mothers participated in 3 annual…
Descriptors: Security (Psychology), Parent Child Relationship, Behavior Problems, Structural Equation Models
Developing Relationships, Being Cool, and Not Looking Like a Loser: Social Goal Orientation Predicts Children's Responses to Peer Aggression
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Rudolph, Karen D.; Abaied, Jamie L.; Flynn, Megan; Sugimura, Niwako; Agoston, Anna Monica – Child Development, 2011
This research explored the contribution of social goal orientation, specifically, development (improving social skills and relationships), demonstration-approach (gaining positive judgments), and demonstration-avoidance (minimizing negative judgments). Children (N = 373; M age = 7.97, SD = 0.34) were followed from 2nd to 3rd grades. Validity of…
Descriptors: Student Attitudes, Goal Orientation, Problem Solving, Social Adjustment
Effects of a Developmental Model of Perspective Taking Training.
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Silvern, Louise E.; And Others – Child Development, 1979
A sequence of interpersonal problems was administered to fourth and fifth graders who initially performed below age norms on perspective taking. The effect of this semistructured training, which actively engaged the children in developing solutions, was compared to that of a "no treatment" and to that of an activity group. (JMB)
Descriptors: Elementary Education, Elementary School Students, Interpersonal Relationship, Perspective Taking
Effect of Perspective-Taking Training on Interpersonal Problem Solving.
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Marsh, Diane T.; And Others – Child Development, 1980
Descriptors: Interpersonal Competence, Interpersonal Relationship, Junior High School Students, Perspective Taking
Dyadic Interaction in a Logical Reasoning Problem Requiring Inclusion Ability.
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Russell, James – Child Development, 1981
The aims of this study were (1) to test the dyadic superiority hypothesis by comparing dyadic performance on a logical reasoning task with the performance of children working alone, and (2) to determine whether the incorrect child's compliance with the correct child was a major factor in the dyadic production of correct answers. (Author/DB)
Descriptors: Abstract Reasoning, Cognitive Development, Cognitive Style, Cooperation
The Interparental Relationship and Family Problem Solving with Preadolescent Males.
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Vuchinich, Samuel; And Others – Child Development, 1993
Examined associations between the quality of the interparental relationship and the success of 68 family triads (mother, father, preadolescent son) in solving family problems. Parental agreement on child rearing issues facilitated problem solving, whereas strong parental coalitions inhibited problem solving. The latter result may be attributed to…
Descriptors: Elementary Education, Family Relationship, Grade 4, Interpersonal Relationship
The Effect of Relationship on Children's Distributive Justice Reasoning.
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McGillicuddy-De Lisi, Ann V.; And Others – Child Development, 1994
Investigated how children's decisions about allocating money to story characters were affected by the relationship (friends versus strangers) among the characters. Children's rationales for their decisions showed that equality was the most salient principle for decisions at all ages and that older children provided rationales based on benevolence…
Descriptors: Abstract Reasoning, Age Differences, Child Development, Children