Jealousy is a response to a situation in which a person feels a combination of different emotions, such as love, anger, sadness and fear when an affectionate interaction is happening between a loved one and someone else. This paper discusses the definition and onset of infant jealousy, the physiological basis of jealousy, whether maternal factors play a role, as well as studies on jealousy and EEG patterns. It has been argued that infants, as young as six-months-old display jealous-like behaviors. During jealousy evocation conditions, infants demonstrate negative emotions such as protesting or crying, diminished distancing, and heightened gaze toward their mother during maternal inattention. Approach/withdrawal behaviors and electroencephalography (EEG) activation were studied in the context of an infant jealousy paradigm. In this investigation, 45 mother-infants dyads were exposed to a social versus non-social condition during maternal inattention. During the social condition, infants demonstrated increased approach-style gaze and reach and negative affect. EEG was collected during all conditions on a subsample of 15 infants and in agreement with adult jealousy literature (Harmon-Jones, Peterson, & Harris, 2009), infants displayed left midfrontal EEG asymmetry, and displayed more approach motivations during the social doll condition indicative of jealousy approach motivations. / by Alexis K. Blau. / Thesis (M.A.)--Florida Atlantic University, 2010. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2010. Mode of access: World Wide Web.

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Given the focus on cognitive-developmental trends in how children understand rich and poor, many researchers have developed a concern that research has ignored the influences of children's contexts. For this reason this study aimed to build on previous research (particularly that by Leahy, 1981, and by Bonn et al.,1999) by combining the cognitive-developmental model with the need to recognize contextual influences inherent in children's understandings of social constructs, while relating this to a theoretical framework which can provide a more thorough picture of the way in which children understand rich and poor. This was done using a qualitative interpretive design. Specifically this involved a combination of focus groups and drawing activities with a group of 20 South African children from a local government, former model C, primary school located in a relatively lower socioeconomic area in Pietermaritzburg, in which their perspectives and understandings of socioeconomic status were explored. In applying the sociocultural approach in data analysis, Rogoff's (1995, 1998) notion of the sociocultural three planes of analysis were used to examine how the children's accounts reflect the personal, interpersonal, and contextual factors. Within each of these planes, the principles and methods of a sociocultural discourse analysis using interpretive repertoires was applied, with a focus on the respective level. Results revealed that while the trends in the children's ideas were consistent with Leahy's (1981) cognitive developmental trends, the particular ideas expressed by the children were embedded and predominantly informed by the social and cultural context of the interpersonal group, their everyday lives, and South African society. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

The recent social and political changes in South Africa are having a profound effect on social relations in South Africa, and it seems appropriate to study the attitudes of children and their perceptions of racial and gender relations. This study attempts to explore self-esteem, perceptions of social satisfaction, status and prejudice in relation to race and gender. The sample consists of 444 Black and White children aged 12/13 years and 14/15 years. The children were from schools in an urban area (Pietermaritzburg) in Kwa-Zulu, Natal. Three instruments were administered: The Culture-Free Self-Esteem Inventory, the Social Status Technique and the Social Distance Scale. A review of theoretical considerations of prejudice, self-esteem and social identity theory is provided. Statistical analysis indicated the following findings: there is no difference in assessed self-esteem between the races although boys exhibited a more positive self-esteem than girls. Black children showed more positive levels of self-esteem on the academic and parent-related sub-scales, while White children showed a more positive social self-esteem. With regard to social satisfaction and preference, all children identified Whites as being the most satisfied and having the most status. With the exception of Black boys, all children perceive that girls have more satisfaction and status than boys. There is a clear difference between boys and girls with girls showing a strong bias towards their own gender in the preference and satisfaction questions but not on the identification question. In relation to identification, children showed a clear own-group identification. On the Social Distance Scale, Black children were more prejudiced than White children, and were most prejudiced towards the Afrikaans speaking group. Boys also were more prejudiced than girls. The findings are discussed in relation to the theoretical perspectives and to previous findings. A critique of the study and recommendations for future research are included. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 1998.

Thesis (MPsy(Clinical))--University of South Australia, 2002.

Thesis (M.S.)--University of Wyoming, 2007. / Title from PDF title page (viewed on Nov. 3, 2008). Includes bibliographical references (p. 51-53).

Thesis (M.A.)--Miami University, Dept. of Psychology, 2007. / Includes bibliographical references (p. 23-28). Also available online via OhioLINK's ETD Center.

Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 75-89).

Thesis (Ph. D.)--University of Florida, 1986. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 163-168).

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.