Showing papers in "Developmental Review in 2002"

TL;DR: In this article, a dual-process framework is proposed for understanding how the self-system negotiates the conflicting demands of ensuring a stable pursuit of goals and plans while adjusting to changes that affect their attainability.

TL;DR: This paper examined empirical and theoretical work in three eras (infancy, toddlerhood, and early childhood) and for each era describe the structure of dyadic synchrony in interactions involving children and their caregivers and offer speculation about its developmental function for the child.

TL;DR: A variant of mental model theory (Johnson-Laird, 1983) is proposed that suggests that the development of conditional reasoning can be explained, at least partly, by such factors as the capacity of working memory, the range of knowledge available to a reasoner and his/her ability to access this knowledge on-line.

TL;DR: In this paper, various suggestive techniques were used in repeated interviews with preschool children to elicit narratives about true and fictional events, which revealed that fictional narratives contained more spontaneous details, more elaborations, and more aggressive details than true narratives.

TL;DR: In this paper, a conditional model of influence is suggested, in which parenting effects on child adjustment are moderated by child temperament characteristics, and theoretical support for such a model is outlined, integrating bioecological systems theory and a corollary differential susceptibility hypothesis.

TL;DR: In this paper, five perspectives addressing alternate aspects of the development of children's source monitoring are outlined (source-monitoring theory, fuzzy-trace theory, schema theory, the person-based perspective, and the mental-state reasoning model).

TL;DR: A review of the growing body of evidence on the genetic effects on aggression in children can be found in this article, where the majority of twin and adoption studies on antisocial behavior in children suggest that genetic effects are important influences, but most of these studies utilize parent reports rather than observational data.

TL;DR: In this paper, a model of developmental adaptation was proposed to explain the process of adaptation to life stress on the basis of adverse childhood events and paternal care during childhood and internal and external resources available for adaptation to current life events.

TL;DR: In this article, the authors developed a five-part program developed to inculcate practical intelligence by emphasizing five sources of metacognitive awareness: knowing why, knowing self, knowing differences, knowing process, and revisiting.

TL;DR: In this article, the origins of children's autobiographical memories are first traced, considering both research on infantile amnesia (which shows limited memory for early life events) as well as the perspective emerging from studies of young children's memory skills.

TL;DR: The authors review six explanatory dimensions of false memory in children that are relevant to forensic practice: measurement, development, social factors, individual differences, varieties of memories and memory judgments, and varieties of procedures that induce false memories.

TL;DR: In this article, the authors discuss how educating children to use maps for navigation may enhance not only their wayfinding skills, but also their more general representational and spatial skills, and propose five components that should be included when evaluating any developmentally motivated curriculum for teaching real-world knowledge.

TL;DR: In this article, the authors consider how students' mathematical thinking evolves not only as a result of their actions and everyday experiences but also from their increasing reliance on introduced mathematical principles and representations.

TL;DR: The authors provided an overview of research concerning children's coping with and memory for stressful events, emphasizing the main tenets of attachment theory, and discussed theoretical implications of attachment's potential influence on children's encoding, retention, and retrieval of stressful events.

TL;DR: In this paper, the authors review empirical findings that misinformation effects in children are the joint product of automatic or unconscious and intentional or conscious processes, and examine how dual memory processes (e.g., recollection and automaticity, verbatim-based identity, and gist-based similarity) contribute to children's acceptance of misinformation.

TL;DR: In this article, a limited number of results indicate a more negative view of parenting in IVF families, especially in terms of allowing for autonomy and feelings of child vulnerability, and indications were found for an increased incidence of behavioral and emotional problems in the IVF children.

TL;DR: In this paper, the authors deal with smoothing the transition from developmentally oriented education in the preparatory phase to curriculum-oriented education from the third grade onward by implementing two classroom-teaching programs.

TL;DR: In this article, the authors examine issues related to risk and culture, with particular emphasis on how risk impinges on children growing up in Africa, treating risk as an emic (cultural-insider and culture-specific) rather than an etic (science-driven and generalizable) concept (Pike, 1957).

TL;DR: In this paper, a discussion of legal arguments that support the exclusion of accusations obtained through suggestion, an overview of the relevant scientific research literature, and a discussion about the admissibility of this research literature is provided.

TL;DR: In this paper, four teams of researchers are working within the ecology of real schools, designing and evaluating theory-guided research that has benefited from ample teacher input, in an era in which policymakers increasingly espouse the need for evidence-based educational research, these four articles serve as exemplars of the kind of research that schools require if we are to improve the state of instruction and learning.