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Peer reviewedLewis, Michael; And Others – Child Development, 1989
Investigates the relationship between self-recognition and self-evaluative emotions in two studies on 27 children aged 9-24 months and 44 children aged 22 months. The results of both studies indicate that embarrassment but not wariness was related to self-recognition. (RJC)
Descriptors: Cognitive Development, Emotional Development, Fear, Individual Differences
Peer reviewedGelman, Rochel – Child Development, 2000
Maintains that there are core-specific and non-core-specific domains of knowledge, but that only the core-specific domains benefit from innate skeletal structures. Asserts that core skeletal domains are universally shared, even though their particular foci may vary. Emphasizes that individuals vary in terms of the noncore domains they acquire.…
Descriptors: Children, Cognitive Development, Cognitive Structures, Concept Formation
Peer reviewedWaters, Everett – Child Development, 1978
Descriptors: Attachment Behavior, Individual Differences, Infants, Mothers
Peer reviewedBronson, Gordon W.; Pankey, William B. – Child Development, 1977
A sample of 40 babies was observed in a variety of mildly challenging situations throughout their second year and in a series of follow-up assessments at age 31/2. Findings revealed two types of avoidant mechanism--wariness of the unfamiliar and fearfulness after exposure to a mildly difficult situation. (JMB)
Descriptors: Behavior Patterns, Fear, Individual Differences, Infants
Peer reviewedWeber, Ruth A.; And Others – Child Development, 1986
Results suggest that various aspects of Strange Situation behavior are related to both maternal and infant temperament, and that maternal temperament is a predictor of attachment security, particularly for Type A mother-avoidant infants. (Author/RH)
Descriptors: Attachment Behavior, Individual Differences, Infants, Mothers
Peer reviewedBarten, Sybil; And Others – Child Development, 1971
Descriptors: Eye Fixations, Eye Movements, Individual Differences, Infant Behavior
Peer reviewedMatheny, Adam P., Jr. – Child Development, 1983
Factor scores from Bayley's Infant Behavior Record (obtained from 300 to 400 infants at six, 12, 18, and 24 months) were selected to represent three aspects of infant behavior: task orientation, test affect-extraversion, and activity. Findings indicate reordering of individual differences is age-related and that the reordering sequence is somewhat…
Descriptors: Age Differences, Genetics, Individual Differences, Infant Behavior
Peer reviewedCrawley, Susan B.; Spiker, Donna – Child Development, 1983
Data support three conclusions: (1) that notable individual differences in the interaction patterns of mothers and Down syndrome children exist, (two) that maternal directiveness and sensitivity are separable dimensions of maternal style, and (3) that individual differences in mother/child interaction patterns may be related to mental development…
Descriptors: Downs Syndrome, Individual Differences, Infant Behavior, Infants
Peer reviewedKopp, Claire B.; Vaughn, Brian E. – Child Development, 1982
In order to test later cognitive status from infant behavioral performance, 76 preterm infants were assessed with respect to differences in sustained attention when they were eight months old. The measure of sustained attention proved to contribute significantly to the prediction of later status on the Bayley Mental Scale and on the Gessell…
Descriptors: Attention, Cognitive Ability, Individual Differences, Infants
Peer reviewedGiordani, Bruno; And Others – Child Development, 1981
Examines stability of individual differences in behaviorally induced heart-rate reactivity in 34 boys presented a cognitive task. Task-related heart-rate reactivity revealed substantial and highly reproducible individual differences in heart-rate reactivity independent of subjects' task performance. (Author/DB)
Descriptors: Children, Cognitive Style, Difficulty Level, Heart Rate
Peer reviewedRuff, Holly A.; And Others – Child Development, 1990
Longitudinal data provide an encouraging base for further investigation of early individual differences in attentiveness and possible early precursors of later attention deficits. In the study, full-term and preterm children were observed at 1, 2, and 3.5 years in free play and in more structured situations. (RH)
Descriptors: Attention, Individual Differences, Infants, Longitudinal Studies
Peer reviewedHartup, Willard W. – Child Development, 1996
Argues that developmental significance of friendships cannot be examined without distinguishing between the concepts of having friends, the identity of the child's friends, and friendship quality. Concludes that the identity of the child's friends and friendship quality may be more closely tied to developmental outcomes than merely whether the…
Descriptors: Adolescent Development, Child Development, Friendship, Individual Differences
Peer reviewedHuffman, Lynne C.; And Others – Child Development, 1998
Explored relation between temperament and cardiac vagal tone in 12-week olds. Found that infants with higher baseline vagal tone showed fewer negative behaviors in the laboratory and were less disrupted by experimental procedures than infants with lower baselines. Infants who decreased cardiac vagal tone during assessments were rated by mothers as…
Descriptors: Attention, Heart Rate, Individual Differences, Infant Behavior
Mareschal, Denis; Tan, Seok Hui – Child Development, 2007
One hundred 18-month-olds were tested using sequential touching and following 4 different priming contexts using sets of toys that could be simultaneously categorized at either the basic or global level. An exact expression of the expected mean sequence length for arbitrary categories was derived as a function of the number of touches made, and a…
Descriptors: Infants, Classification, Tactual Perception, Child Development
Peer reviewedKeating, Daniel P. – Child Development, 1975
Investigated the relationship between psychometrically defined brightness and cognitive development within Piaget's stage theory. Subjects were fifth- and seventh-grade boys. (SDH)
Descriptors: Abstract Reasoning, Cognitive Development, Developmental Psychology, Elementary School Students

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