| Abstracts:
July 2001 , Volume 47, Number 3
Evans,
D., Elliott, J. M., & Packard, M. G. (2001). Visual organization
and perceptual closure are related to compulsive-like behavior
in typically developing children. Merrill-Palmer Quarterly, 47,
323-335.
Abstract:
The relationship between visual organization, perceptual closure,
and "compulsive-like" behaviors were examined in a sample
of young children. Fifty-one preschool-aged children were administered
a variety of measures assessing visual organization and perceptual
closure, and embedded-figures performance. Parents reported on
their children's compulsive-like behaviors (i.e., "Just Right"
perceptions and repetitive behaviors). Children's performance
on visual organization and perceptual- closure tasks were significantly
related to their compulsive-like behaviors, and these associations
were mediated by mental age. The results further validate the
Childhood Routines Inventory (CRI) and highlight the sensory/perceptual
components of the construct of normative compulsive-like behavior
in young children.
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Kistner, J. A., Ziegert, D. I., Castro, R.,
& Robertson, B. (2001). Helplessness in early childhood: Prediction
of symptoms associated with depression and negative self-worth.
Merrill-Palmer Quarterly, 47, 336-354.
Abstract:
We tested the hypothesis that the early emergence of helplessness
has negative implications for later adjustment, particularly risk
for depression and negative self-worth. A composite measure of helplessness
was derived from kindergartners' (N = 112; 55 boys and 57 girls;
10 non-White) responses to a challenging, developmentally appropriate
task. Kindergartners' self-perceptions were also assessed in order
to control for initial tendencies to report negatively about themselves.
Five years later, self-reported depressive symptoms, feelings of
self-worth, and teachers' ratings of depression were obtained. As
predicted, helplessness in kindergarten predicted more depressive
symptoms, as reported by children and their teachers, and more negative
feelings of worth. Mechanisms underlying helplessness and implications
for early intervention to reduce risk for depression are discussed.
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Mattanah, J. F. (2001). Parental psychological
autonomy and children's academic competence and behavioral adjustment
in late childhood: More than just limit-setting and warmth. Merrill-Palmer
Quarterly, 47, 355-376.
Abstract:
The current study reported on links between fourth-grade children's
academic competence and behavioral adjustment and mothers' and fathers'
psychological autonomy, controlling for effects of parental limit-setting
and warmth. In a sample of 91 two-parent families, parents' warmth
and limit-setting were observed while interacting with their fourth-grade
child, and children reported on their parents' psychological autonomy.
Fourth-grade teachers rated children's academic competence and behavioral
adjustment in the classroom. Fathers' psychological autonomy was
a unique correlate of greater academic competence and fewer signs
of depression in the classroom, after accounting for the effects
of fathers' warmth and limit-setting. Discussion focuses on the
role of fathers' psychological autonomy in promoting adjustment
in late childhood.
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French, D. C., Rianasari, M., Pidada, S., Nelwan,
P., & Buhrmester, D. (2001). Social support of Indonesian and
U.S. children and adolescents by family members and friends. Merrill-Palmer
Quarterly, 47, 377-394.
Abstract:
Multiple features of social support provided by mothers, fathers,
siblings, and friends to Indonesian (N = 240) and U.S. (N = 203)
elementary and junior high school students were assessed using the
Networks of Relationships Inventory. Cultural differences in the
relative salience of friends and family members as providers of
social support emerged. Indonesian youth ranked family members higher
and friends lower on companionship and satisfaction than did U.S.
youth. Friends were seen as the primary sources of intimacy in both
countries. These results are consistent with suggestions that patterns
of social support vary as a function of cultural differences in
familism, individualism, and collectivism.
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Brendgen, M., Markievicz, D., Doyle, A. B.,
& Bukowski, W. M. (2001). The relations between friendship quality,
ranked-friendship preference, and adolescents' behavior with their
friends. Merrill-Palmer Quarterly, 47, 395-415.
Abstract:
Fifty-two girls and 28 boys and their same-sex friends rated the
quality of their friendship, ranked their preference for this friendship
relative to other friendships, and participated in a videotaped
discussion. Boys and girls significantly differed in perceived-friendship
quality and observed behavior with friends. Specifically, girls
rated their friendship quality more positively and less negatively
and they showed more positive and less negative behavior in interaction
with their friends than boys. No sex differences emerged in the
relation of perceived-friendship quality to adolescents' own behavior
and to their friend's behavior. Ranked-friendship preference was
also significantly related to behavior, albeit to a lesser extent
than perceived-friendship quality. The potential mechanisms underlying
adolescents' friendship experiences are discussed.
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Hart, C. H., Draper, T. W., & Olsen, J. A.
(2001). Peer and teacher sociometrics for preschool children: Cross
informant concordance, temporal stability, and reliability. Merrill-Palmer
Quarterly, 47, 416+.
Abstract:
Cross-informant concordance (peers vs. teachers), temporal stability,
and reliability associated with sociometrics were systematically
examined in a sample of 84 preschoolers (M = 4.5 years). Structural
equation modeling analyses revealed that parallel forms of teacher
and peer sociometrics measured overlapping and unique aspects of
peer popularity. Reliability, a characteristic of a measurement
instrument (sociometric assessment), was differentiated from stability,
which is associated with the phenomenon or behavior being measured
(children's peer popularity). Teacher-measured popularity was highly
stable over an 8-week period, while peer-measured popularity showed
lower stability. High reliability was found for both teacher and
peer sociometrics. Child age and classroom participation rates did
not alter the pattern or magnitude of the modeled relationships.
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