This study examined the relationship between parental negative talk, child aggression, and child assertiveness. Disruptive behaviors, such as aggression, have been studied multiple times, however, there is still more to learn about aggression. Few studies have examined assertive and aggressive behavior together with preschool children. Additionally, parenting is a substantial component of a child’s development and can impact their health and behaviors. One form of parenting is negative parenting. The current study focuses on a concept similar to negative parenting called parental negative talk. Currently, there is a lack of studies that examine parental negative talk. The current study included a twin sample of 290 5-year-old children and their parents from the Southern Illinois Twins/Triplets and Siblings Study (SITSS). The children and their parents participated in a 10-minute interactive puzzle task that was taped and later used to assess parental negative talk and observed child aggression. Additional measures used were personality and behavior assessments. No sex differences were found between parental negative talk, child aggression, and child assertiveness. There were no direct relationships between child aggression and parental negative talk or between parental negative talk and child assertive behavior. However, within family differences between parental behaviors and child behaviors revealed a significant positive correlation between parental negative talk and child aggression. Within a family, there was no relationship found between parental negative talk and child assertive behavior. The results from the current study indicated assertiveness was not significantly heritable. Overall, the results from the present study can assist in augmenting the current parent management training resources.

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Research on theory of mind (ToM) has been dominated by the traditional False Belief tasks; however, recent work has established a developmental sequence for children’s mental-state understanding. Wellman and Liu (2004) formulated a ToM scale that tests four additional aspects of ToM abilities in the visual realm: Diverse Desires, Diverse Beliefs, Knowledge Access, and Real-Apparent Emotions. Our study extended the scale to include five parallel tasks assessing ToM in the auditory realm. Sixty-six typically developing preschoolers (30 female) between the ages of 3- and 5-years-old were tested using 10 ToM tasks (5 visual, 5 auditory). A 3(age) x 2(modality) x 2(gender) repeated measures ANOVA yielded significant effects for age and gender, where 4- and 5-year-olds demonstrated greater mental-state understanding than 3-year-olds and girls passed more tasks than boys. There was no effect of modality nor did any interactions emerge. Like the visual tasks in the theory-of-mind scale, the auditory tasks form a scalable set, with Diverse Desires and Diverse Beliefs occurring earlier in the scale than Knowledge Access, False Belief, and Real-Apparent Emotions. Our new scale provides researchers with five novel tasks to measure the progression of theory-of-mind development in the auditory realm and may be extended to assess preschoolers, such as children with visual impairments and children with autism spectrum disorder, who have shown delays in mental-state understanding when tested using predominantly visual tasks

Clarifying processes associated with emerging externalizing behavior problems during early childhood was the focus of this study. Data were collected from 100 parent-child dyads when children were 2, 3, and 4 years. An incremental risk model was hypothesized to explain the emergence of externalizing behavior problems. Theoretically, children's temperamental propensity towards negative emotional reactivity increases risk for noncompliance, noncompliance that increases risk for externalizing behaviors by age 4. Parenting was identified as the mechanism by which children's progression along the incremental risk pathway is amplified or minimized; progression is only expected under conditions of harsh parenting. No statistical support emerged for the incremental risk model or the moderational effects of harsh parenting. Harsh parenting was a statistically significant predictor of children's noncompliance one year later. Implications of the current findings for future research are discussed.

Thesis advisor: James A. Russell / Prior research showing that children recognize emotional expressions has used a choice-from-array style task; for example, children are asked to find the fear face in an array of several expressions. However, these choice-from-array tasks allow for the use of a process of elimination strategy in which children could select an expression they are unfamiliar with when presented a label that does not apply to other expressions in the array. Across six studies (N = 144), 80% of 2- to 4-year-olds selected a novel expression when presented a target label and performed similarly when the label was novel (such as <italic>pax</italic>) or familiar (such as <italic>fear</italic>). In addition, 46% of children went on to freely label the expression with the target label in a subsequent task. These data are the first to show that children extend the process of elimination strategy to facial expressions and also call into question the findings of prior choice-from-array studies. / Thesis (PhD) — Boston College, 2011. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Psychology.

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