Alle Publikationen
2018
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(2018): Normative expectations about fairness. The development of a charity norm in preschoolers. In: Journal of experimental child psychology 165, S. 66-84. DOI: 10.1016/j.jecp.2017.03.016
DOI: http://www.ncbi.nlm.nih.gov/pubmed/28477951 Abstract: This study investigated preschool children's normative expectations about the fair distribution of resources. We examined whether preschool children have a norm of charity, that is, a norm to give more to poor individuals than to wealthy individuals. To this end, we presented 3- to 6-year-olds (N=81) with two different resource allocation situations. In one situation, an agent complied with a norm of charity by allocating more resources to a poor recipient than to a rich recipient. In the other situation, a different agent violated the norm by allocating more resources to a wealthy recipient. We assessed (a) children's verbal protest and affirmation during the resource allocation situations, (b) their punishing and rewarding behavior toward the agents, and (c) their evaluations of the agents' behavior. The results show that older (5- and 6-year-old) preschool children enforced norm-compliant behavior and protested against the norm violation of the protagonist who gave more items to the wealthy recipient, but this was not the case in younger preschool children. These findings demonstrate that older preschool children consider charity as a norm and enforce this norm toward third parties.
Keywords: Child, Child Behavior/psychology, Child, Preschool, Entstehung von Normen, Entwicklungspsychologie, Fairness, Female, Gerechtigkeit, Gerechtigkeit in Bezug auf demographische Observablen, Gleichverteilung, Humans, Male, Moral Development, Normenwandel, Psychology, Child, Punishment, Resource Allocation, Reward, Social Justice/psychology, Social Norms, Werte 2017
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(2017): Efficacy of an individualized social competence training for children with Oppositional Defiant Disorders/Conduct Disorders. In: Psychotherapy research : journal of the Society for Psychotherapy Research 27 (3), S. 326-337. DOI: 10.1080/10503307.2015.1094587
DOI: http://www.ncbi.nlm.nih.gov/pubmed/26522864 Abstract: OBJECTIVES Group-based Cognitive-Behavioral Therapy of children with aggressive behavior has resulted in significant reductions of behavior problems with small to medium effect sizes. We report the efficacy of an individualized Treatment Program for Children with Aggressive Behavior. METHOD A within-subject design with two phases (waiting, treatment) was chosen. Sixty boys aged 6-12 years with peer-related aggressive behavior were included. The course of the outcome measures (growth rates) during a 6-week waiting phase was compared with those in the subsequent treatment phase (24 weekly child sessions together with an average of 8 parent contacts) by multilevel modeling. Primary outcome was peer-related aggressive behavior rated by parents. Further outcome measures included parent ratings and patient self-reports of aggressive and prosocial behavior. RESULTS During the treatment, growth rates for all parent-rated outcome measures were significant (p < .001) and comparison with the waiting phase indicated a stronger decrease in aggressive behavior and a stronger increase in prosocial behavior. For all self-rated outcome measures, growth rates during the treatment were significant (p < .01), but comparison with the waiting phase indicated a stronger decrease only for disturbance of social interaction. CONCLUSIONS The treatment program is an effective intervention for children with peer-related aggressive behavior.
Keywords: Aggression, Attention Deficit and Disruptive Behaviour, Child, Cognitive Therapy, Conduct Disorder, Disziplin, Group, Humans, Kinder, Male, Mensch mit Behinderung, Methods, Nonverbale Kommunikation, Outcome Assessment (Health Care), Peer Group, physiology, Postkasten, Psychologie, Psychotherapy, social competence training, social competences, Social Skills, Soziale Angemessenheit, Sozialkompetenz, SvA, Therapy, Wartezeit vor einem Akt körperlicher Aggression -
(2017): Parent-child learning interactions. A review of the literature on scaffolding. In: The British journal of educational psychology 87 (2), S. 241-254. DOI: 10.1111/bjep.12147
DOI: http://www.ncbi.nlm.nih.gov/pubmed/28220477 Abstract: BACKGROUND Scaffolding can be observed during learning-based interactions, when interventions by parents are adjusted according to children's observed abilities, with the main goal of enabling the child to work independently (Wood et al., 1976, Journal of child psychology and psychiatry, 17, 89). Such contingent instruction behaviours occur from infancy, and are said to be relevant for children's development of executive function, language acquisition, and cognitive and academic abilities. Scaffolding behaviours are considered a product of the family and the wider context, a process affected by parent and child characteristics, and the environment they inhabit. Over 40 years of scaffolding research has produced an abundance of findings. Early investigations were concerned with the conceptualization of scaffolding, whereas more recent studies build upon the theory, testing its correlates and relevance for child development. AIMS This article offers an overview of the literature, focusing on the relevance of scaffolding for child developmental outcomes, and the factors associated with individual differences in the process. STRUCTURE The article is structured such that the origins of the theory and its definitions are discussed first, followed by an overview of the correlates of scaffolding. The review concludes with a critical evaluation of the literature, proposing novel avenues for future research.
2016
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(2016): Gender Stereotypes and Discrimination. How Sexism Impacts Development. In: Advances in child development and behavior 50, S. 105-133. DOI: 10.1016/bs.acdb.2015.11.001
DOI: http://www.ncbi.nlm.nih.gov/pubmed/26956071 Abstract: In this chapter, we summarize and integrate some of the latest developmental science research on gender stereotypes and discrimination in childhood and adolescence. We focus on five forms of sexism: (a) stereotypes and discrimination against boys regarding their school behaviors and disciplinary actions; (b) stereotypes and discrimination against girls in science, technology, engineering, and mathematics (STEM) domains; (c) stereotypes and discrimination in sports; (d) peer gendered harassment, including sexual harassment and teasing because of gender atypicality or nonconformity; and (e) sexualized gender stereotypes that sexually objectify girls and assume boys are sexually voracious. First, we document each type of sexism and examine children's awareness and perceptions of that bias, including their own self-reports and attributions. We examine the implications of this sexism for children and adolescents' developmental health (i.e., social, academic, and psychological well-being). We then draw connections between these various areas of research, focusing on how these different forms of sexism interact to reduce equity and justice among children and negatively impact positive developmental outcomes. The chapter concludes with suggestions for future research.
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(2016): Does children's moral compass waver under social pressure? Using the conformity paradigm to test preschoolers' moral and social-conventional judgments. In: Journal of experimental child psychology 150, S. 241-251. DOI: 10.1016/j.jecp.2016.06.006
DOI: http://www.ncbi.nlm.nih.gov/pubmed/27367300 Abstract: The current study tested whether preschoolers' moral and social-conventional judgments change under social pressure using Asch's conformity paradigm. A sample of 132 preschoolers (Mage=3.83years, SD=0.85) rated the acceptability of moral and social-conventional events and also completed a visual judgment task (i.e., comparing line length) both independently and after having viewed two peers who consistently made immoral, unconventional, or visually inaccurate judgments. Results showed evidence of conformity on all three tasks, but conformity was stronger on the social-conventional task than on the moral and visual tasks. Older children were less susceptible to pressure for social conformity for the moral and visual tasks but not for the conventional task. zitiert von: 6
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(2016): Bullying and defending behavior. The role of explicit and implicit moral cognition. In: JOURNAL OF SCHOOL PSYCHOLOGY 59, S. 67-81. DOI: 10.1016/j.jsp.2016.09.005
DOI: http://www.ncbi.nlm.nih.gov/pubmed/27923442 Abstract: Research on bullying has highlighted the role of morality in explaining the different behavior of students during bullying episodes. However, the research has been limited to the analysis of explicit measures of moral characteristics and moral reasoning, whereas implicit measures have yet to be fully considered. To overcome this limitation, this study investigated the association between bullying and defending, on one hand, and both explicit (moral disengagement, self-importance of moral values) and implicit (immediate affect toward moral stimuli [IAMS]) moral components, on the other hand. Young adolescents (N=279, mean age=11years, 9months, 44.4% girls) completed a series of self-report scales and individually performed a computer task investigating the IAMS. Two hierarchical regressions (bootstrapping method) were performed. Results showed that moral disengagement was associated with bullying and defending behavior at high levels of IAMS, however not when IAMS was low. In contrast, self-importance of moral values was not significantly associated to the two behaviors when IAMS was high whereas both associations were significant at low levels of IAMS. These results significantly expand previous knowledge about the role of morality in bullying and defending behavior. In particular, they highlight the role of the interaction between explicit and implicit moral dimensions in predicting bullying and defending behaviors.
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(2016): Wie du mir, so ich dir? Die Entwicklung von prosozialem Verhalten und der Zusammenhang mit externalisierenden und internalisierenden Auffälligkeiten. In: Zeitschrift fur Kinder- und Jugendpsychiatrie und Psychotherapie 44 (1), S. 31-38. DOI: 10.1024/1422-4917/a000396
DOI: http://www.ncbi.nlm.nih.gov/pubmed/26864225 Abstract: Supporting other human beings is a fundamental aspect of human societies. Such so-called prosocial behavior is expressed in helping others, cooperating and sharing with them. This article gives an overview both of the development of prosocial behavior across childhood and of the relationship between prosociality and externalizing and internalizing problems. Especially externalizing problems are negatively associated with prosocial behavior, whereas the relationships with prosocial behavior are more heterogeneous for internalizing problems. Studies investigating developmental trajectories demonstrate that prosocial behavior and externalizing problems are not opposite ends of a continuum. Rather, they are two independent dimensions that may also co-occur in development. The same applies to internalizing problems, which can co-occur with pronounced prosociality as well as with low prosociality.
2015
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(2015): Empathy development in adolescence predicts social competencies in adulthood. In: Journal of personality 83 (2), S. 229-241. DOI: 10.1111/jopy.12098
DOI: http://www.ncbi.nlm.nih.gov/pubmed/24684661 Abstract: This 23-year study explored the predictive associations between empathy development in adolescence and self-reported social competencies and outcomes in adulthood. Participants were 1,527 adults aged 35 years (48.3% female). The predictor variable (adolescent empathy) was measured yearly at the ages of 12 to 16 years. The outcome variables (adult empathy, communication skills, social integration, relationship satisfaction, and conflicts in relationships) were measured at the age of 35 years. Five important results stand out. First, longitudinal measurement invariance was established for the measure of adolescent empathy. Second, empathy tended to increase during the adolescent years. Third, significant interindividual differences in level and change of adolescent empathy were found. Fourth, gender was related to level of adolescent empathy, favoring girls over boys. Fifth, not only level but also change in adolescent empathy predicted individual differences in social competencies in adulthood two decades later. These findings demonstrate that developmental processes that are relevant for adjustment reveal long-term social consequences beyond the adolescent years. zitiert von 60
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(2015): "Our" food versus "my" food. Investigating the relation between childhood shared food practices and adult prosocial behavior in Belgium. In: Appetite 84, S. 54-60. DOI: 10.1016/j.appet.2014.09.022
DOI: http://www.ncbi.nlm.nih.gov/pubmed/25265154 Abstract: This study focuses on the connection between prosocial behavior, defined as acting in ways that benefit others, and shared meals, defined as meals that consist of food(s) shared with others. In contrast to individual meals, where consumers eat their own food and perhaps take a sample of someone else's dish as a taste, shared meals are essentially about sharing all the food with all individuals. Consequently, these meals create situations where consumers are confronted with issues of fairness and respect. One should not be greedy and consume most of a dish; instead, rules of polite food sharing need to be obeyed. It is therefore proposed that those who have often engaged in shared meals during childhood will have a more prosocial personality, as compared to those who less often took part in shared meals during childhood. To test this hypothesis, data about frequency of shared meals during childhood and altruistic personality in early adulthood were collected using a cross-sectional survey in Belgium (n = 487). Results confirm that higher levels of shared meal consumption correspond to higher scores on the self-report altruism scale among students.
Keywords: Adolescent, Adult, Altruism, Belgium, Child, Cross-Sectional Studies, Eating, Einfluss von ästhetischer Vorprägung/Erziehung, Entwicklungspsychologie, Erwartungen, Fairness, Feeding Behavior, Humans, Interpersonal Relations, Male, Meals, Nahrungswissenschaft?, Personality, Self Report, Students, Surveys and Questionnaires, Vergangenheit / Erziehung, Young Adult -
(2015): Fair Is Not Fair Everywhere. In: Psychological science 26 (8), S. 1252-1260. DOI: 10.1177/0956797615586188
DOI: https://doi.org/10.1177/0956797615586188 Abstract: Distributing the spoils of a joint enterprise on the basis of work contribution or relative productivity seems natural to the modern Western mind. But such notions of merit-based distributive justice may be culturally constructed norms that vary with the social and economic structure of a group. In the present research, we showed that children from three different cultures have very different ideas about distributive justice. Whereas children from a modern Western society distributed the spoils of a joint enterprise precisely in proportion to productivity, children from a gerontocratic pastoralist society in Africa did not take merit into account at all. Children from a partially hunter-gatherer, egalitarian African culture distributed the spoils more equally than did the other two cultures, with merit playing only a limited role. This pattern of results suggests that some basic notions of distributive justice are not universal intuitions of the human species but rather culturally constructed behavioral norms. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Keywords: Child, Children, Cross-Cultural Comparison, cross-cultural differences, cross-cultural differences,morality,distributive justice,equity,children,peer interactions, distributive justice, equity, Fairness, Female, Germany, Humans, Kenya, Kulturforschung/ kulturelle Unterschiede, Male, Morality, Namibia, peer interactions, Reward, Social Justice, Verhaltensforschung 2014
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(2014): The developmental origins of fairness. The knowledge-behavior gap. In: Trends in cognitive sciences 18 (11), S. 559-561. DOI: 10.1016/j.tics.2014.08.003
DOI: http://www.ncbi.nlm.nih.gov/pubmed/25175834 Abstract: Recent research in developmental psychology shows that children understand several principles of fairness by 3 years of age, much earlier than previously believed. However, children's knowledge of fairness does not always align with their behavior, and immediate self-interest alone cannot explain this gap. In this forum paper, we consider two factors that influence the relation between fairness knowledge and behavior: relative advantage and how rewards are acquired. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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(2014): Adolescent-specific patterns of behavior and neural activity during social reinforcement learning. In: Cognitive, affective & behavioral neuroscience 14 (2), S. 683-697. DOI: 10.3758/s13415-014-0257-z
DOI: http://www.ncbi.nlm.nih.gov/pubmed/24550063 Abstract: Humans are sophisticated social beings. Social cues from others are exceptionally salient, particularly during adolescence. Understanding how adolescents interpret and learn from variable social signals can provide insight into the observed shift in social sensitivity during this period. The present study tested 120 participants between the ages of 8 and 25 years on a social reinforcement learning task where the probability of receiving positive social feedback was parametrically manipulated. Seventy-eight of these participants completed the task during fMRI scanning. Modeling trial-by-trial learning, children and adults showed higher positive learning rates than did adolescents, suggesting that adolescents demonstrated less differentiation in their reaction times for peers who provided more positive feedback. Forming expectations about receiving positive social reinforcement correlated with neural activity within the medial prefrontal cortex and ventral striatum across age. Adolescents, unlike children and adults, showed greater insular activity during positive prediction error learning and increased activity in the supplementary motor cortex and the putamen when receiving positive social feedback regardless of the expected outcome, suggesting that peer approval may motivate adolescents toward action. While different amounts of positive social reinforcement enhanced learning in children and adults, all positive social reinforcement equally motivated adolescents. Together, these findings indicate that sensitivity to peer approval during adolescence goes beyond simple reinforcement theory accounts and suggest possible explanations for how peers may motivate adolescent behavior. zitiert von 59
Keywords: Adolescent, Adolescent Behavior, Adult, Age Factors, Brain Mapping, Brain/blood supply/physiology, Child, Cues, Female, Gruppenverhalten, Humans, Image Processing, Computer-Assisted, Lerntheorien, Male, Motivation, Neuropsychological Tests, Oxygen/blood, Photic Stimulation, Reinforcement, Reinforcement, Social, Sex Factors, Verhaltensforschung, Young Adult -
(2014): Children's norm enforcement in their interactions with peers. In: CHILD DEVELOPMENT 85 (3), S. 1108-1122. DOI: 10.1111/cdev.12178
DOI: http://www.ncbi.nlm.nih.gov/pubmed/24138135 Abstract: This study investigates how children negotiate social norms with peers. In Study 1, 48 pairs of 3- and 5-year-olds (N = 96) and in Study 2, 48 pairs of 5- and 7-year-olds (N = 96) were presented with sorting tasks with conflicting instructions (one child by color, the other by shape) or identical instructions. Three-year-olds differed from older children: They were less selective for the contexts in which they enforced norms, and they (as well as the older children to a lesser extent) used grammatical constructions objectifying the norms ("It works like this" rather than "You must do it like this"). These results suggested that children's understanding of social norms becomes more flexible during the preschool years.
2012
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(2012): "Robovie, you'll have to go into the closet now". Children's social and moral relationships with a humanoid robot. In: Developmental Psychology 48 (2), S. 303-314. DOI: 10.1037/a0027033
DOI: https://doi.org/10.1037/a0027033 Abstract: Children will increasingly come of age with personified robots and potentially form social and even moral relationships with them. What will such relationships look like? To address this question, 90 children (9-, 12-, and 15-year-olds) initially interacted with a humanoid robot, Robovie, in 15-min sessions. Each session ended when an experimenter interrupted Robovie's turn at a game and, against Robovie's stated objections, put Robovie into a closet. Each child was then engaged in a 50-min structural-developmental interview. Results showed that during the interaction sessions, all of the children engaged in physical and verbal social behaviors with Robovie. The interview data showed that the majority of children believed that Robovie had mental states (e.g., was intelligent and had feelings) and was a social being (e.g., could be a friend, offer comfort, and be trusted with secrets). In terms of Robovie's moral standing, children believed that Robovie deserved fair treatment and should not be harmed psychologically but did not believe that Robovie was entitled to its own liberty (Robovie could be bought and sold) or civil rights (in terms of voting rights and deserving compensation for work performed). Developmentally, while more than half the 15-year-olds conceptualized Robovie as a mental, social, and partly moral other, they did so to a lesser degree than the 9- and 12-year-olds. Discussion focuses on how (a) children's social and moral relationships with future personified robots may well be substantial and meaningful and (b) personified robots of the future may emerge as a unique ontological category. zitiert von 138
Keywords: Autonomy Medical Subject Headings (MeSH): Adolescent, Child, Analysis of Variance, Child Attitudes, Child Behavior, Child development, Communication, Entwicklungspsychologie, Female, Human Computer Interaction, Humans, Independence (Personality), Interview, Psychological, Male, Mensch-Roboter-Interaktion, Mensch-Technik-Relation, Mental Models, Moral, Morals, Robotics, Social Behavior, Verbal Behavior -
(2012): The social brain in psychiatric and neurological disorders. In: Trends in cognitive sciences 16 (11), S. 559-572. DOI: 10.1016/j.tics.2012.09.006
DOI: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3606817 Abstract: Psychiatric and neurological disorders have historically provided key insights into the structure-function relationships that subserve human social cognition and behavior, informing the concept of the 'social brain'. In this review, we take stock of the current status of this concept, retaining a focus on disorders that impact social behavior. We discuss how the social brain, social cognition, and social behavior are interdependent, and emphasize the important role of development and compensation. We suggest that the social brain, and its dysfunction and recovery, must be understood not in terms of specific structures, but rather in terms of their interaction in large-scale networks.
2011
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(2011): Assessment of awareness of connectedness as a culturally-based protective factor for Alaska native youth. In: Cultural diversity & ethnic minority psychology 17 (4), S. 444-455. DOI: 10.1037/a0025456
DOI: http://www.ncbi.nlm.nih.gov/pubmed/21988583 Abstract: Research with Native Americans has identified connectedness as a culturally based protective factor against substance abuse and suicide. Connectedness refers to the interrelated welfare of the individual, one's family, one's community, and the natural environment. We developed an 18-item quantitative assessment of awareness of connectedness and tested it with 284 Alaska Native youth. Evaluation with confirmatory factor analysis and item response theory identified a 12-item subset that functions satisfactorily in a second-order four-factor model. The proposed Awareness of Connectedness Scale (ACS) displays good convergent and discriminant validity, and correlates positively with hypothesized protective factors such as reasons for living and communal mastery. The measure has utility in the study of culture-specific protective factors and as an outcomes measure for behavioral health programs with Native American youth.
Keywords: Adolescent, Alaska, Awareness, Child, "Connectedness", Culture, Factor Analysis, Statistical, Female, Humans, Indians, North American/psychology, Male, Reproducibility of Results, Rural Population, social connectedness, Social Environment, Social Identification, Substance-Related Disorders/ethnology/prevention & control, Suicide/ethnology/prevention & control, Surveys and Questionnaires, Voraussetzungen für sozial angemessenes Verhalten, Zwischenmenschliche Beziehungen / Social Interaction -
(2011): The ghosts in the computer. The role of agency and animacy attributions in "ghost controls". In: PLoS one 6 (11). DOI: 10.1371/journal.pone.0026429
DOI: http://www.ncbi.nlm.nih.gov/pubmed/22073165 Abstract: Three studies evaluated the role of 4-year-old children's agency- and animacy-attributions when learning from a computerized ghost control (GC). In GCs, participants observe events occurring without an apparent agent, as if executed by a "ghost" or unobserved causal forces. Using a touch-screen, children in Experiment 1 responded to three pictures in a specific order under three learning conditions: (i) trial-and-error (Baseline), (ii) imitation and (iii) Ghost Control. Before testing in the GC, children were read one of three scripts that determined agency attributions. Post-test assessments confirmed that all children attributed agency to the computer and learned in all GCs. In Experiment 2, children were not trained on the computer prior to testing, and no scripts were used. Three different GCs, varying in number of agency cues, were used. Children failed to learn in these GCs, yet attributed agency and animacy to the computer. Experiment 3 evaluated whether children could learn from a human model in the absence of training under conditions where the information presented by the model and the computer was either consistent or inconsistent. Children evidenced learning in both of these conditions. Overall, learning in social conditions (Exp. 3) was significantly better than learning in GCs (Exp. 2). These results, together with other published research, suggest that children privilege social over non-social sources of information and are generally more adept at learning novel tasks from a human than from a computer or GC.
2010
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(2010): Incorporating the cultural value of respeto into a framework of Latino parenting. In: Cultural Diversity and Ethnic Minority Psychology 16 (1), S. 77-86
Abstract: Latino families face multiple stressors associated with adjusting to United States mainstream culture that, along with poverty and residence in inner-city communities, may further predispose their children to risk for negative developmental outcomes. Evidence-based mental health treatments may require culturally informed modifications to best address the unique needs of the Latino population, yet few empirical studies have assessed these cultural elements. The current study examined cultural values of 48 Dominican and Mexican mothers of preschoolers through focus groups in which they described their core values as related to their parenting role. Results showed that respeto, family and religion were the most important values that mothers sought to transmit to their children. Respeto is manifested in several domains, including obedience to authority, deference, decorum, and public behavior. The authors describe the socialization messages that Latina mothers use to teach their children respeto and present a culturally derived framework of how these messages may relate to child development. The authors discuss how findings may inform the cultural adaptation of evidence-based mental health treatments such as parent training programs. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Keywords: Acculturation, Adult, Child, Child development, Childhood Development, Cultural Characteristics, cultural values, decorum, Dominican Republic, Einzelstudie / spezifisch, Ethnic Values, Female, Gesundheit, Hispanic Americans, Humans, Intergenerational Relations, Kulturforschung/ kulturelle Unterschiede, Latinas, Latino parenting, Latinos, Mexican Americans, MODELS, Parent Child Relations, Parenting, Preschool, preschoolers, Psychological, respect, respeto, Social Values, Socialization, United States, VALUES 2009
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(2009): Do humans have two systems to track beliefs and belief-like states?. In: Psychological Review 116 (4), S. 953-970. DOI: 10.1037/a0016923
DOI: http://www.ncbi.nlm.nih.gov/pubmed/19839692 Abstract: The lack of consensus on how to characterize humans' capacity for belief reasoning has been brought into sharp focus by recent research. Children fail critical tests of belief reasoning before 3 to 4 years of age (H. Wellman, D. Cross, & J. Watson, 2001; H. Wimmer & J. Perner, 1983), yet infants apparently pass false-belief tasks at 13 or 15 months (K. H. Onishi & R. Baillargeon, 2005; L. Surian, S. Caldi, & D. Sperber, 2007). Nonhuman animals also fail critical tests of belief reasoning but can show very complex social behavior (e.g., J. Call & M. Tomasello, 2005). Fluent social interaction in adult humans implies efficient processing of beliefs, yet direct tests suggest that belief reasoning is cognitively demanding, even for adults (e.g., I. A. Apperly, D. Samson, & G. W. Humphreys, 2009). The authors interpret these findings by drawing an analogy with the domain of number cognition, where similarly contrasting results have been observed. They propose that the success of infants and nonhuman animals on some belief reasoning tasks may be best explained by a cognitively efficient but inflexible capacity for tracking belief-like states. In humans, this capacity persists in parallel with a later-developing, more flexible but more cognitively demanding theory-of-mind abilities.
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(2009): Studies of adults can inform accounts of theory of mind development. In: Developmental Psychology 45 (1), S. 190-201. DOI: 10.1037/a0014098
DOI: https://doi.org/10.1037/a0014098 Abstract: There is strong evidence that developments in children's theory of mind (ToM) at 3?4 years are related to developments in language and executive function. However, these relationships might exist for 2 reasons. First, language and executive function might be necessary for the mature ToM abilities that children are in the process of developing. Second, language and executive function may be necessary for developing ToM but have no necessary role in mature ToM. It is difficult to distinguish between these possibilities if researchers only study young children. Studies of adults can provide direct evidence about the role of language and executive function in mature ToM. Recent work suggests that impaired executive function has multiple roles in adult ToM but that severely impaired grammar can leave ToM structurally intact. While studies of children report that ToM correlates with both language and executive function, findings from adults suggest that these relationships should be interpreted in importantly different ways.
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(2009): Social competence and social skills training and intervention for children with Autism Spectrum Disorders. In: JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 39 (9), S. 1268-1277. DOI: 10.1007/s10803-009-0741-4
DOI: http://www.ncbi.nlm.nih.gov/pubmed/19365716 Abstract: This study examined the effectiveness of a 30 week social competence and social skills group intervention program with children, ages 7-11, diagnosed with Autism Spectrum Disorders (ASD). Eighteen children with ASD were assessed with pretreatment and posttreatment measures on the Walker-McConnell Scale (WMS) and the MGH YouthCare Social Competence Development Scale. Each received the 30-week intervention program. For comparison, a matched sample of ten non-ASD children was also assessed, but received no treatment. The findings indicated that each ASD intervention group demonstrated significant gains on the WMS and significant improvement in the areas of anxiety management, joint attention, and flexibility/transitions. Results suggest that this approach can be effective in improving core social deficits in individuals with ASD.
Keywords: Anxiety, Attention, Autistic Disorder, Awareness, Behavior Therapy, Character development, Child, Communication, Diagnosis, Disziplin, Erziehung, Erziehungswissenschaften, Female, Follow-Up Studies, (Freiheit von) Ängsten, Group, Group Processes, Humans, Interpersonal Relations, Kinder, Kognitive Skills, Male, Mensch mit Behinderung, Methods, Negotiating, Personal Construct Theory, Personality Assessment, Postkasten, Problem Solving, PSYCHOLOGY, Psychotherapie, Social Adjustment, Social Behavior, Social Cognition, social competence training, social competences, social learning, Soziale Angemessenheit, Sozialkompetenz, SV, Therapy 2007
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(2007): Language and theory of mind: meta-analysis of the relation between language ability and false-belief understanding. In: CHILD DEVELOPMENT 78 (2), S. 622-646. DOI: 10.1111/j.1467-8624.2007.01018.x
DOI: http://www.ncbi.nlm.nih.gov/pubmed/17381794 Abstract: Numerous studies show that children's language ability is related to false-belief understanding. However, there is considerable variation in the size of the correlation reported. Using data from 104 studies (N=8,891), this meta-analysis determines the strength of the relation in children under age 7 and examines moderators that may account for the variability across studies--including aspect of language ability assessed, type of false-belief task used, and direction of effect. The results indicate a moderate to large effect size overall that remains significant when age is controlled. Receptive vocabulary measures had weaker relations than measures of general language. Stronger effects were found from earlier language to later false belief than the reverse. Significant differences were not found among types of false-belief task.
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(2007): Enhancing a classroom social competence and problem-solving curriculum by offering parent training to families of moderate- to high-risk elementary school children. In: Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53 36 (4), S. 605-620. DOI: 10.1080/15374410701662741
DOI: http://www.ncbi.nlm.nih.gov/pubmed/18088218 Abstract: The Incredible Years parent and classroom interventions were evaluated for the first time in elementary schools. Culturally diverse, socioeconomically disadvantaged schools were randomly assigned to intervention or control (CON). In intervention schools, all children received a 2-year classroom intervention beginning in kindergarten. In addition, indicated children were randomly assigned to also receive parent training (PT + CR) or only the classroom intervention (CR). PT + CR mothers reported that, following intervention, children showed fewer externalizing problems and more emotion regulation than CR or CON children. Observations showed that child-mother bonding was stronger in the PT + CR condition than in the CON condition, and PT + CR mothers were significantly more supportive and less critical than CR or CON mothers. Teachers reported that PT + CR mothers were significantly more involved in school and that children in the PT + CR and the CR conditions had significantly fewer externalizing problems than in the CON condition.
Keywords: Adult, Affective Symptoms/prevention & control/psychology, Child, Child Behavior Disorders/prevention & control/psychology, Child Behavior/psychology, Conduct Disorder/prevention & control/psychology, Developmental Disabilities/epidemiology/psychology, Female, Humans, Maternal Age, Mother-Child Relations, Object Attachment, Parents/education/psychology, Postkasten, Problem Solving, Problem-Based Learning/methods, Program Development, Program Evaluation, Psychotherapy, Group, Risk Factors, Schools/organization & administration, Social Adjustment, Social Behavior, social competence training, social competences, SvA, Teaching, Treatment Outcome 2005
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Kupersmidt, Janis B.; Dodge, Kenneth A. (Hg.) (2005): Children's peer relations. From development to intervention. Washington, DC: American Psychological Association (Decade of behavior)
Keywords: Child, Çocuklarda davranış bozuklukları, Comportement, Troubles du, chez l'enfant, Conduct Disorder, Conduct disorders in children, Interpersonal Relations, Interpersonal relations in children, Kişilerarası ilişkiler, çocuklarda, Peer Group, Psychologie, Reddetme(Psikoloji), çocuklarda, Rejection (Psychology), Rejection (Psychology) in children, Rejet chez l'enfant, Relations humaines chez l'enfant 2004
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(2004): New frontiers for psychology and education: robotics. In: Psychol Rep 94 (3 Pt 2), S. 1372-1374. DOI: 10.2466/pr0.94.3c.1372-1374
DOI: https://doi.org/10.2466/pr0.94.3c.1372-1374 Abstract: The paper reviews the first attempts to study the educational and psychological usefulness of robotics: (1) the social and cooperative dimensions involved in the robot-building activities; (2) the reasoning strategies implied in building and programming robots; (3) the influences of robotics on mathematical and scientific achievement; (4) the use of robotics in modification of social skills of autistic children.