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Sex-typing and development in an ecological perspectiveHägglund, Solveig. January 1986 (has links)
Thesis (doctoral)--Göteborgs universitet, 1986. / Bibliography: p. 261-267.
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Emotion regulation and executive functioning as predictors of theory of mind competence during early childhoodVithlani, Parita P. January 1900 (has links)
Thesis (M.A.)--The University of North Carolina at Greensboro, 2010. / Directed by Susan Calkins; submitted to the Dept. of Psychology. Title from PDF t.p. (viewed Jul. 19, 2010). Includes bibliographical references (p. 49-60).
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Developmental trajectories of "hot" executive functions across early childhood contributions of maternal behavior and temperament /Graziano, Paulo A. January 1900 (has links)
Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2009. / Directed by Susan P. Keane; submitted to the Dept. of Psychology. Title from PDF t.p. (viewed May 13, 2010). Includes bibliographical references (p. 80-105).
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A measure of meter conservation in music, based on Piaget's theorySerafine, Mary Louise. January 1975 (has links)
Thesis--University of Florida. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 103-106).
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Parenting and family support in primary care settings /Turner, Karen Mary Thomas. January 2003 (has links) (PDF)
Thesis (Ph.D.) - University of Queensland, 2003. / Includes bibliography.
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Attitude of participant and non-participant mothers toward child study groupsSirur, Kundbala A., January 1964 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1964. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 133-136).
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An investigation of the reliability and validity of two transdisciplinary play-based assessment methods the open-ended and objective-based observation coding procedures /Cornett, J. Yvette. Farmer-Dougan, Valeri. January 1998 (has links)
Thesis (Ph. D.)--Illinois State University, 1998. / Title from title page screen, viewed July 13, 2006. Dissertation Committee: Valeri Farmer-Dougan (chair), Mark E. Swerdlik, Jayne Bucy, Matthew Hesson-McInnis, Ming-Gon John Lian. Includes bibliographical references (leaves 108-112) and abstract. Also available in print.
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Life events and emotional development in northwest Florida elementary school childrenRichardson, Sharon Mary. January 2005 (has links)
Thesis (Ed.D.)--University of West Florida, 2005. / Title from title page of source document. Document formatted into pages; contains 131 pages. Includes bibliographical references.
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Causal information and social learning in chimpanzees (Pan troglodytes) and children (Homo sapiens)Horner, Victoria January 2004 (has links)
Many of the tool-using activities of both chimpanzees and children involve a complex mixture of interconnected causal relationships between a tool and a reward, and much of this tool-use is thought to be acquired, at least in part, by social learning. However, despite the considerable research effort focused on both causal understanding and social learning, few studies have directly addressed the potential interaction between these areas. It seems likely that the way in which an individual learns to use a tool through observation will be significantly influenced by its understanding of the causal relationships that it observes. This thesis presents a series of nine experiments with 3- to 7-year-old chimpanzees and 3- 6-year-old children, designed to investigate whether causal information is involved in determining which social learning strategy they employ. The first set of experiments demonstrated that chimpanzees could be influence to switch between imitation and emulation to solve the same task, by altering the availability of causal information. When causal information was available, by presenting a tool-use task in a transparent condition, chimpanzees were found to reproduce only the results of a model's behaviour, consistent with emulation. However, when the availability of causal information was restricted, by presenting the same task in an opaque condition, the chimpanzees included a greater proportion of the model's behaviour, consistent with imitation. The second set of experiments revealed that chimpanzees could learn specific causal information by observation, such as the significance of tool-reward contact. However, they may be overwhelmed by observing multiple causal relationships, or those involving unobservable causal principles, such as gravity or force. The common view that the widespread evidence for emulation in chimpanzee social learning studies indicates a deficit of imitative capacity may therefore be misleading. The results of this thesis suggest more generally that when causal information is available, chimpanzees tend to use emulation. They are also able to imitate, but do so mainly in situations where emulation is not possible. Thus, the availability of causal information plays an important role in chimpanzee social learning, by determining which learning strategy is employed, and ultimately the degree of behavioural fidelity that is achieved, hi contrast, the studies with children revealed that they imitate the actions that they observe without appearing to consider the causal efficiency of their behaviour. This may be due to a greater focus on the actions of a demonstrator rather than the results or goals of their behaviour, and a greater tendency to interpret those actions as intentional.
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Young children's sex-stereotyping of infants and animalsNewman, Pamela. 01 January 1983 (has links)
No description available.
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