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Now showing results 1-10 of 10.
1. Inhibitory Control and Emotion Regulation in Preschool Children (EJ778356)
Author(s):
Carlson, Stephanie M.; Wang, Tiffany S.
Source:
Cognitive Development, v22 n4 p489-510 Oct 2007
Pub Date:
2007-10-00
Pub Type(s):
Journal Articles; Reports - Evaluative
Peer-Reviewed:
Yes
Descriptors: Preschool Children; Verbal Ability; Individual Differences; Self Control; Conceptual Tempo; Measures (Individuals); Correlation; Age; Parent Attitudes; Child Behavior; Cognitive Processes; Personality
Abstract: This research investigated the relation between individual differences in inhibitory control and emotion regulation. Preschool children (N=53) ages 4-6 (M=5; 0) were assessed on brief batteries of inhibitory control of prepotent responses and emotion regulation. Individual differences in inhibitory control were significantly correlated with children's ability to regulate their emotions. This relation held up even after controlling for age and verbal ability, and persisted for both Emotion Understanding and "online" control of emotional expressions that were negative (Disappointing Gift) or positive (Secret Keeping). Parent report of children's self-control and emotion regulation corroborated the behavioral results. These findings suggest that executive control of attention, action, and emotion are skills that develop in concert in the preschool period. However, there was also evidence of a quadratic relation in which emotion regulation was optimal at intermediate levels of inhibition, highlighting the interplay of both cognitive control and temperament in socio-emotional functioning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Gesture as a Window on Children's Beginning Understanding of False Belief (EJ685659)
Carlson, Stephanie M.; Wong, Antoinette; Lemke, Margaret; Cosser, Caron
Child Development, v76 n1 p73-86 Jan 2005
2005-01-00
Descriptors: Beliefs; Preschool Children; Cognitive Development; Nonverbal Communication; Cognitive Processes
Abstract: Given that gestures may provide access to transitions in cognitive development, preschoolers' performance on standard tasks was compared with their performance on a new gesture false belief task. Experiment 1 confirmed that children (N45, M age54 months) responded consistently on two gesture tasks and that there is dramatic improvement on both the gesture false belief task and a standard task from ages 3 to 5. In 2 subsequent experiments focusing on children in transition with respect to understanding false beliefs (Ns34 and 70, M age48 months), there was a significant advantage of gesture over standard and novel verbal-response tasks. Iconic gesture may facilitate reasoning about opaque mental states in children who are rapidly developing concepts of mind. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Imaginary Companions and Impersonated Characters: Sex Differences in Children's Fantasy Play (EJ683880)
Carlson, Stephanie M.; Taylor, Marjorie
Merrill Palmer Quarterly Journal of Developmental Psychology, v51 n1 p93-118 Jan 2005
Journal Articles; Reports - Research
Descriptors: Verbal Ability; Play; Fantasy; Gender Differences; Role Playing; Interviews; Preschool Children; Comparative Analysis
Abstract: We compared the incidence of imaginary companions and impersonated characters in 152 three and four year old children (75 males and 77 females). Children and their parents were interviewed about role play in two sessions. Although there were no sex differences in verbal ability or fantasy predisposition, there was a significant difference in the form of children?s imaginary characters: girls were more likely to create imaginary companions, whereas boys were more likely than girls to actively impersonate their characters. There were no significant sex differences in the competence ratings of imaginary companions or impersonated characters. These results suggest that it is important to examine the form and function of children?s pretense to understand sex differences in fantasy play. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. The Characteristics and Correlates of Fantasy in School-Age Children: Imaginary Companions, Impersonation, and Social Understanding (EJ684695)
Taylor, Marjorie; Carlson, Stephanie M.; Maring, Bayta L.; Gerow, Lynn; Charley, Carolyn M.
Developmental Psychology, v40 n6 p1173-1187
2004-11-00
Descriptors: Play; Fantasy; Young Children; Imagination; Role Playing; Child Development; Self Concept; Personality Traits; Emotional Intelligence
Abstract: Past research with 152 preschoolers found that having an imaginary companion or impersonating an imaginary character was positively correlated with theory of mind performance. Three years later, 100 children from this study were retested to assess the developmental course of play with imaginary companions and impersonation of imaginary characters and how these types of role play were related to emotion understanding, self-perception, and personality. The results showed that school-age children interact with imaginary companions and impersonate imaginary characters as much as preschoolers. Overall, 65% of children up to the age of 7 had imaginary companions at some point during their lives. School-age children who did not impersonate scored lower on emotion understanding. Theory of mind at age 4 predicted emotion understanding 3 years later. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Executive Function and Theory of Mind: Stability and Prediction From Ages 2 to 3 (EJ684686)
Carlson, Stephanie M.; Mandell, Dorothy J.; Williams, Luke
Developmental Psychology, v40 n6 p1105-1122 Nov 2004
Descriptors: Cognitive Development; Preschool Children; Child Development; Developmental Stages; Longitudinal Studies; Language Acquisition; Measures (Individuals)
Abstract: Several studies have demonstrated a relation between executive functioning (EF) and theory of mind (ToM) in preschoolers, yet the developmental course of this relation remains unknown. Longitudinal stability and EF-ToM relations were examined in 81 children at 24 and 39 months. At Time 1, EF was unrelated to behavioral measures of ToM but was significantly related to parent report of children's internal-state language, independent of vocabulary size. At Time 2, behavioral batteries of EF and ToM were significantly related (r=.50, p<.01). Furthermore, EF (Time 1) significantly predicted ToM (Time 2), independent of several controls. A reciprocal relation (internal-state language ? EF at Time 2) was nonsignificant with the controls included. Individual differences in EF were relatively stable. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Individual Differences in Executive Functioning and Theory of Mind: An Investigation of Inhibitory Control and Planning Ability (EJ730788)
Carlson, Stephanie M.; Moses, Louis J.; Claxton, Laura J.
Journal of Experimental Child Psychology, v87 n4 p299-319 Apr 2004
2004-04-00
Descriptors: Preschool Children; Cognitive Development; Individual Differences; Task Analysis; Measures (Individuals); Inhibition; Vocabulary Skills; Receptive Language
Abstract: This research examined the relative contributions of two aspects of executive function--inhibitory control and planning ability--to theory of mind in 49 3- and 4-year-olds. Children were given two standard theory of mind measures (Appearance-Reality and False Belief), three inhibitory control tasks (Bear/Dragon, Whisper, and Gift Delay), three planning tasks (Tower of Hanoi, Truck Loading, and Kitten Delivery), and a receptive vocabulary test (Peabody Picture Vocabulary Test [PPVT-3]). Multiple regression analyses indicated that two inhibition tasks (Bear/Dragon and Whisper) were significantly related to theory of mind after accounting for age, receptive vocabulary, and planning. In contrast, the planning tasks did not share unique variance with theory of mind. These results increase our understanding of the specific nature of executive function-theory of mind relations during early childhood. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Individual Differences in Inhibitory Control and Children's Theory of Mind. (EJ641693)
Carlson, Stephanie M.; Moses, Louis J.
Child Development, v72 n4 p1032-53 Jul-Aug 2001
2001-00-00
N/A
Descriptors: Cognitive Development; Individual Differences; Inhibition; Performance Factors; Preschool Children
Abstract: Examined relation between individual differences in inhibitory control (IC) and theory-of-mind (ToM) performance in preschoolers. Found that IC was strongly related to ToM, even after controlling for several important factors. Inhibitory tasks requiring a novel response in face of a conflicting prepotent response and those requiring delay of a prepotent response were significantly related to ToM. (Author/KB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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8. The Influence of Culture on Pretend Play: The Case of Mennonite Children. (EJ576120)
Carlson, Stephanie M.; Taylor, Marjorie; Levin, Gerald R.
Merrill-Palmer Quarterly, v44 n4 p538-65 Oct 1998
1998-00-00
Descriptors: Children; Christianity; Comparative Analysis; Cultural Influences; Imagination; Parochial Schools; Pretend Play; Teacher Attitudes; Teacher Influence
Abstract: Compared teacher attitudes about pretend play in Old Order Mennonite, New Order Mennonite, and non-Mennonite Christian schools. These subcultures differ in modernity, media exposure, and encouragement of pretend play. Non-Mennonite teachers were most positive about pretend play. Proportion of children's pretend play at recess did not differ, but Old Order Mennonite children's play adhered more closely to real-life roles. (EV) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. The Role of Inhibitory Processes in Young Children's Difficulties with Deception and False Belief. (EJ569154)
Carlson, Stephanie M.; Moses, Louis J.; Hix, Hollie R.
Child Development, v69 n3 p672-91 Jun 1998
Descriptors: Cognitive Development; Cognitive Processes; Deception; Inhibition; Performance Factors; Preschool Children
Abstract: Three studies examined whether preschoolers' difficulties with deception and false belief arise from lack of inhibitory control rather than conceptual deficit. Found that 3-year olds deceived frequently under conditions requiring relatively low inhibitory control, but not high inhibitory control. Findings were not due to social intimidation, and children did not reveal greater understanding in deceptive than in nondeceptive conditions. (Author/KB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. The Relation between Individual Differences in Fantasy and Theory of Mind. (EJ549520)
Taylor, Marjorie; Carlson, Stephanie M.
Child Development, v68 n3 p436-55 Jun 1997
1997-00-00
Descriptors: Childhood Attitudes; Cognitive Development; Cognitive Processes; Fantasy; Perspective Taking; Preschool Children; Pretend Play
Abstract: Examined relation between early fantasy/pretense and knowledge about mental life in 3- and 4-year olds. Found that performance on theory of mind tasks was significantly intercorrelated when effects of verbal intelligence and age were statistically controlled. Individual differences in fantasy/pretense were related to theory of mind performance in 4-year olds, independent of verbal intelligence. (Author/KB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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