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A cognitive developmental approach to racial stereotyping, empathy and the relationship between the development of empathic understanding and racial stereotyping in Euro-American childrenBilgesu, Z. Nilufer January 1900 (has links)
Thesis (M.S.)--West Virginia University, 1998. / Title from document title page. "December 13, 1998." Document formatted into pages; contains ix, 78 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 59-62).
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The associations within children's emotionality, emotion regulation, parenting practices, and parental expressivity among children in low-income familiesLee, KyungSook. January 2008 (has links)
Thesis (PH.D.)--Michigan State University. Family and Child Ecology, 2008. / Title from PDF t.p. (viewed on Aug. 28, 2009) Includes bibliographical references (p. 83-94). Also issued in print.
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Child anxiety how does cognitive development influence the role of cognitive errors and emotion understanding? /Workman, Jamie Olson. January 1900 (has links) (PDF)
Thesis (M. A.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Wesley D. Allan ; submitted to the Dept. of Psychology. Includes bibliographical references (p. 43-49).
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Environment and process exploring developmental pathways of self regulatory capabilities in young children at risk /Knights, Michelle. January 2007 (has links)
Thesis (Ph.D.)--University of Delaware, 2007. / Principal faculty advisor: Barbara H. Settles, Dept. of Individual & Family Studies. Includes bibliographical references.
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The effect of dramatic play on children's graphic representation of emotionKapsch, Lynda Anne. January 2006 (has links)
Thesis (Ph. D.)--Georgia State University, 2006. / Ann Cale Kruger, committee chair; Amy Lederberg, Paula Eubanks, Olga S. Jarrett, committee members. Electronic text (128 p. : ill. (mostly col.)) : digital, PDF file. Description based on contents viewed Aug. 13, 2007. Includes bibliographical references (p. 95-104).
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The developmental course of children’s free-labeling responses to facial expressionsWiden, Sherrilea E. 11 1900 (has links)
The current study investigated the developmental course of how young children label
various facial expressions of emotion. 160 children (2 to 5 years) freely produced labels for six
prototypical facial expressions of emotion and six animals. Even 2-year-olds were able to
correctly label 5 of 6 animals, but the proportion of correct specific emotion category responses
for this age group was < .30 for each of the six facial expressions. The 5-year-olds' proportion
of correct specific emotion category labels was at ceiling for the happy and angry faces, but
significantly lower for each of the other four facial expressions, and at floor level for the
disgust face. The type of errors in labeling facial expressions changed with age: when
incorrect, the youngest children produced any emotion label; older children produced labels of
the correct valence; and the majority of the 5-year-olds' responses were of the correct specific
emotion category. These results indicate that the free-labeling task per se is not too difficult
even for 2-year-olds, but that children's use of emotion terms is not initially linked to facial
expressions. Thus, the children's production of emotion terms far exceeded their proportion of
correct specific emotion category labels. With age, children's implicit definition of emotion
terms develops to include the associated facial expression, though this process is not complete
for all expressions before the age of 6 years. / Arts, Faculty of / Psychology, Department of / Graduate
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The emotional responses of aggressive and withdrawn preschoolers to peer interactionsCrawford, N. Lynn January 1993 (has links)
No description available.
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Cognitive development and children's comprehension of humor /McGhee, Paul E. January 1968 (has links)
No description available.
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The design of a performance-based assessment tool to evaluate the emotional intelligence of children in middle childhoodBallard, Emma Bernadette 30 June 2005 (has links)
no abstract available / Teacher Education / M.Ed. (Specialisation in Guidance and Counselling)
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EEG in preschool children and the development of empathyUnknown Date (has links)
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 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. / by Amanda N. Almeida. / Thesis (M.A.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.
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