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R. M. Pasco Fearon

Researcher at University College London

Publications -  59
Citations -  5665

R. M. Pasco Fearon is an academic researcher from University College London. The author has contributed to research in topics: Attachment theory & Object Attachment. The author has an hindex of 27, co-authored 54 publications receiving 4716 citations. Previous affiliations of R. M. Pasco Fearon include VU University Amsterdam & Anna Freud Centre.

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The significance of insecure attachment and disorganization in the development of children's externalizing behavior: a meta-analytic study.

TL;DR: This study addresses the extent to which insecure and disorganized attachments increase risk for externalizing problems using meta-analysis and discusses the potential significance of attachment for mental health.
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The Significance of Insecure and Disorganized Attachment for Children’s Internalizing Symptoms: A Meta‐Analytic Study

TL;DR: In this paper, a meta-analytic review examines the association between attachment and internalizing symptomatology during childhood, and compares the strength of this association with that for externalizing symptom atology.
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The significance of attachment security for children’s social competence with peers: a meta-analytic study

TL;DR: This meta-analytic review examines the association between attachment during the early life course and social competence with peers during childhood, and compares the strength of this association with those for externalizing and internalizing symptomatology.
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Narrowing the Transmission Gap: A Synthesis of Three Decades of Research on Intergenerational Transmission of Attachment

TL;DR: It is confirmed that intergenerational transmission of attachment could not be fully explained by caregiver sensitivity, with more recent studies narrowing but not bridging the "transmission gap."
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Infant-mother attachment security, contextual risk, and early development: A moderational analysis

TL;DR: Results indicated that early attachment predicts both socioemotional development and language skills, but not cognitive functioning as indexed by a measure of school readiness, and that the effect of attachment on socioem emotional development and expressive language varied as a function of social-contextual risk.