Relevant bibliographies by topics / Attribution (Social psychology) in children

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  3. Books
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Academic literature on the topic 'Attribution (Social psychology) in children'

Author: Grafiati
Published: 4 June 2021
Last updated: 21 February 2023

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Journal articles on the topic "Attribution (Social psychology) in children"

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Dix, Theodore. "Attributing Dispositions to Children: An Interactional Analysis of Attribution in Socialization." Personality and Social Psychology Bulletin 19, no. 5 (1993): 633–43. http://dx.doi.org/10.1177/0146167293195014.

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Vassilopoulos, Stephanos P., Andreas Brouzos, and Eleni Andreou. "A Multi-Session Attribution Modification Program for Children with Aggressive Behaviour: Changes in Attributions, Emotional Reaction Estimates, and Self-Reported Aggression." Behavioural and Cognitive Psychotherapy 43, no. 5 (2014): 538–48. http://dx.doi.org/10.1017/s1352465814000149.

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Background: Research suggests that aggressive children are prone to over-attribute hostile intentions to peers. Aims: The current study investigated whether this attributional style can be altered using a Cognitive Bias Modification of Interpretations (CBM-I) procedure. Method: A sample of 10–12-year-olds selected for displaying aggressive behaviours was trained over three sessions to endorse benign rather than hostile attributions in response to ambiguous social scenarios. Results: Compared to a test-retest control group (n = 18), children receiving CBM-I (n = 16) were less likely to endorse
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Egli, Mark, Beth Joseph, and Travis Thompson. "Transfer of Social Attributions in Stimulus Equivalence Classes by Preschool Children." Psychological Reports 80, no. 1 (1997): 3–21. http://dx.doi.org/10.2466/pr0.1997.80.1.3.

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The transfer of social attributions within stimulus-equivalence classes comprised of photographs of children was examined. Five children (mean age: 4 yr., 2 mo.) were taught conditional discriminations sufficient for the emergence of two 3-member equivalence classes (A1-B1-C1 and A2-B2-C2). Social attributions were established by using two photographs to identify fictional children who could facilitate (B1) or prevent (B2) the participant's reinforcement on a computer game. Transfer of attribution was assessed by asking the participants questions regarding predicted social behaviors by childre
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Phelan, Jo C. "Geneticization of Deviant Behavior and Consequences for Stigma: The Case of Mental Illness." Journal of Health and Social Behavior 46, no. 4 (2005): 307–22. http://dx.doi.org/10.1177/002214650504600401.

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One likely consequence of the genetics revolution is an increased tendency to understand human behavior in genetic terms. How might this “geneticization” affect stigma? Attribution theory predicts a reduction in stigma via reduced blame, anger, and punishment and increased sympathy and help. According to “genetic essentialist” thinking, genes are the basis of human identity and strongly deterministic of behavior. If such ideas are commonly accepted, geneticization should exacerbate stigma by increasing perceptions of differentness, persistence, seriousness, and transmissibility, which in turn
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Vanwalleghem, Stéphanie, Raphaële Miljkovitch, Alyssa Counsell, Leslie Atkinson, and Annie Vinter. "Validation of the Intention Attribution Test for Children (IAC)." Assessment 27, no. 7 (2019): 1619–32. http://dx.doi.org/10.1177/1073191119831781.

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The Intention Attribution Test for Children (IAC) was created to assess hostile attribution bias in preschool- and early school-aged children. It comprises 16 cartoon strips presenting situations in which one character (either a child or an adult) causes harm to another, either intentionally, accidentally (nonintentional), or without his or her intention being clear (ambiguous). Its validity was tested on 233 children aged 4 to 12 years. Exploratory factor analysis and item response theory models demonstrated support for a single factor of hostile attribution bias for the ambiguous and noninte
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Yaros, Anna, John E. Lochman, and Karen Wells. "Parental aggression as a predictor of boys’ hostile attribution across the transition to middle school." International Journal of Behavioral Development 40, no. 5 (2016): 452–58. http://dx.doi.org/10.1177/0165025415607085.

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Aggression among youth is a public health problem that is often studied in the context of how youth interpret social information. Social cognitive factors, especially hostile attribution biases, have been identified as risk factors for the development of youth aggression, particularly across the transition to middle school. Parental behaviors, including parental aggression to children in the form of corporal punishment and other aggressive behavior, have also been linked to aggressive behavior in children at these ages. Despite the important role played by these two risk factors, the connectio
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RESCHES, MARIELA, and MIGUEL PÉREZ PEREIRA. "Referential communication abilities and Theory of Mind development in preschool children." Journal of Child Language 34, no. 1 (2007): 21–52. http://dx.doi.org/10.1017/s0305000906007641.

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This work aims to analyse the specific contribution of social abilities (here considered as the capacity for attributing knowledge to others) in a particular communicative context. 74 normally developing children (aged 3;4 to 5;9, M=4·6) were given two Theory of Mind (ToM) tasks, which are considered to assess increasing complexity levels of epistemic state attribution: Attribution of knowledge-ignorance (Pillow, 1989; adapted by Welch-Ross, 1997) and Understanding of False-belief (Baron Cohen, Leslie & Frith, 1985). Subjects were paired according to their age and level of performance in T
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Shaughnessy, Mary S., and Hedwig Teglasi. "Situational Importance, Affect, and Causal Attribution." Psychological Reports 64, no. 3 (1989): 839–50. http://dx.doi.org/10.2466/pr0.1989.64.3.839.

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Causal attributions, expectancies, past frequency of occurrence, and affect of 50 fifth grade children were compared in important and unimportant negative social situations. Important negative social situations were rated as having more global causes, being more upsetting, having greater frequency of past occurrence, and greater expectancy of future occurrence than unimportant situations. Sex interacted with importance for causal attributions. Sex differences in causal attributions emerged for important but not for unimportant situations. Children's free-response explanations for why situation
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Caprara, Gian Vittorio, Concetta Pastorelli, and Bernard Weiner. "Linkages Between Causal Ascriptions, Emotion, and Behaviour." International Journal of Behavioral Development 20, no. 1 (1997): 153–62. http://dx.doi.org/10.1080/016502597385496.

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Italian schoolboys between the ages of 9 and 10 participated in three experiments guided by attribution theory as conceptualised by Weiner (1985, 1986). In Experiment 1, following teacher-emotional feedback of anger or sympathy for failure, attributional inferences regarding low ability or lack of effort as the cause of that failure were rated. In Experiment 2, controllable and uncontrollable causes of a social transgression were given, and children rated the anticipated anger of the “victim” and their intention to withhold or reveal the cause. In Experiment 3, effects of perceived causality a
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Rooney, Rosanna, Clare Roberts, Robert Kane, et al. "The Prevention of Depression in 8- to 9-Year-Old Children: A Pilot Study." Australian Journal of Guidance and Counselling 16, no. 1 (2006): 76–90. http://dx.doi.org/10.1375/ajgc.16.1.76.

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AbstractThe outcomes of a new universal program aimed at preventing depressive symptoms and disorders in 8- to 9-year-old children are presented. The Positive Thinking Program is a mental health promotion program based on cognitive and behavioural strategies. It is designed to meet the developmental needs of children in the middle primary school Years 4 and 5. Four state primary schools were randomly assigned to receive the program implemented by psychologists or to a control condition involving their regular Health Education curriculum. Seventy-two children participated in the intervention co
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Dissertations / Theses on the topic "Attribution (Social psychology) in children"

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Coxsey, Stephen Andrew. "Attributional Style of Adult Children of Alcoholics." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc500907/.

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115 undergraduate students were surveyed to see if attributional style would be different for individuals with alcoholic parents, depressed parents, or neither factor. Subjects were sorted into the three groups based on their responses to a family history questionnaire. Each subject filled out two attributional style questionnaires, the Attributional Style Questionnaire (ASQ) and the Attributional Style Assessment Test (ASAT-II). The three groups did not differ on attributional style for interpersonal, noninter- personal, or general situations. Within the adult children of alcoholics group, su
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Cochran, Meredith L. "Examining the effects of attributions and reward on the performance of children with ADHD." Diss., Online access via UMI:, 2005.

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Besly, Katherine Dobbs. "Stable attributions of child behavior and parenting stress in parents of ADHD children." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3266/.

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The purpose of this study was to explore the differences in how parents of ADHD children and non-ADHD parents attribute undesirable and prosocial child behavior, and to determine if attributions about undesirable child behavior influence parents' perceived levels of parenting stress. Parent attributions from 69 parent-child dyads, half with a child ADHD diagnosis, were measured coding videotaped interactions. Results indicated that parents of ADHD children do not make significantly more stable attributions about undesirable child behavior than non-ADHD parents. Additionally, compared to non-AD
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Efstration, Katherine M. Keiley Margaret K. Smith Thomas A. (Thomas Alton) Mize Jacquelyn. "The effect of depressotypic attributions on marital satisfaction as mediated by spousal support and moderated by length of marriage in mothers of children with autism spectrum disorders." Auburn, Ala, 2009. http://hdl.handle.net/10415/1903.

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Falzone, Andrea N. "Reading the need : an exploration of caregiver sensitivity, caregiver attribution, and child disruptive behaviors /." Full-text of dissertation on the Internet (409.93 KB), 2010. http://www.lib.jmu.edu/general/etd/2010/doctorate/falzonan/falzonan_doctorate_07-07-2010.pdf.

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Heiblum, Naamith. "The mediated effects of parental attributions on parenting behaviors : implications for adolescent antisocial behavior /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036829.

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Schuyten, Pierce Sara Elizabeth. "The relationship between epistemological beliefs and academic achievement goals in middle school children." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2738.

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Becker, Stephen P. "Social Information Processing, Comorbid Mental Health Symptoms, and Peer Isolation among Children with Attention-Deficit/Hyperactivity Disorder." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1400676074.

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Sedlar, Aaron Edward. "Parental Aggression-Related Beliefs and Behaviors as Predictors of their Children's Aggressive-Related Beliefs and Behaviors." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1445509134.

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Freeman, Kim. "Hostile attribution bias in children and adolescents." Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/175717/.

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Childhood aggression affects a significant number of children and represents the majority of referrals to child clinical services (Ford, Hamilton, Meltzer, & Goodman, 2007). There are substantial costs for the child, their family and society more generally if aggressive behaviour remains untreated (Shivram et al., 2009). Social-cognitive models of aggression have provided the theoretical framework for much of the research into childhood aggression over the past twenty years and formed the focus of clinical interventions (Crick & Dodge, 1994). A key finding from this research is that aggressive
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Books on the topic "Attribution (Social psychology) in children"

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Der Erwerb des Kovariationsprinzips im Kindesalter: Zusammenhänge zwischen Kovariationsinformationen, Attributionen und Handlungsentscheidungen. P. Lang, 1992.

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Breuer-Schaumann, Elke R. Kausalattribuierungen der Eltern von Kindern mit Lernbehinderungen. P. Lang, 1986.

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Casanova, Patricia. La sociedad intervenida: Relatos de Patricia Casanova sobre psicologia social, niñez y asistencia. Universidad Autónoma Metropolitana, Unidad Xochimilco, 1999.

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Hutto, Daniel D. Folk psychological narratives: The sociocultural basis of understanding reasons. MIT Press, 2007.

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Hutto, Daniel D. Folk psychological narratives: The sociocultural basis of understanding reasons. MIT Press, 2008.

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Hutto, Daniel D. Folk psychological narratives: The socio-cultural basis of understanding reasons. MIT Press, 2007.

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Roos, Jeanette. Die Entwicklung der Zuschreibung komplexer Emotionen am Beispiel der Emotion "Peinlichkeit": Eine Untersuchung im Altersbereich von sechs bis elf Jahren. P. Lang, 1988.

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Wissen durch Denken?: Über den naiven Empirismus im Denken von Vorschulkindern. Aschendorff, 1986.

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Andrew, Whiten, ed. Natural theories of mind: Evolution, development, and simulation of everyday mindreading. B. Blackwell, 1991.

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Weary, Gifford. Attribution. Springer-Verlag, 1989.

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Book chapters on the topic "Attribution (Social psychology) in children"

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Gresham, Frank M. "Social Skills Training with Children." In Issues in Clinical Child Psychology. Springer US, 1998. http://dx.doi.org/10.1007/978-1-4615-5323-6_24.

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Soczka, L., A. Pereira, P. Machado, and E. Boavida. "Children of Musgueira: A Study of the Social Ecology of a Shanty Town." In Environmental Social Psychology. Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-2802-2_10.

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Strauss, Cyd C. "Social Deficits of Children with Internalizing Disorders." In Advances in Clinical Child Psychology. Springer US, 1988. http://dx.doi.org/10.1007/978-1-4613-9829-5_4.

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Elenbaas, Laura, and Melanie Killen. "Research in Developmental Psychology: Social Exclusion Among Children and Adolescents." In Social Exclusion. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33033-4_5.

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Koller, Silvia Helena. "Vulnerable Children and Youth: The Psychology of Social Development Innovative Approaches." In Psychology in Brazil. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11336-0_8.

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Dever, Bridget V., and Randy W. Kamphaus. "Behavioral, social, and emotional assessment of children." In APA handbook of testing and assessment in psychology, Vol. 3: Testing and assessment in school psychology and education. American Psychological Association, 2013. http://dx.doi.org/10.1037/14049-006.

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Lozada, Mariana, Natalia Carro, Marcela Kapelmayer, Viviana Kelmanowicz, Andrea Czar, and Paola D’Adamo. "Fostering Positive Changes in Health and Social Relationships in Children." In Positive Psychology Interventions in Practice. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-51787-2_9.

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Lacunza, Ana Betina. "Social Skills of Children in Vulnerable Conditions in Northern Argentina." In Cross-Cultural Advancements in Positive Psychology. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9035-2_12.

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Bull, Ray, and Nichola Rumsey. "The Effects of Children’s Facial Appearance on Adults and the Effects of Facial Appearance on Children." In The Social Psychology of Facial Appearance. Springer New York, 1988. http://dx.doi.org/10.1007/978-1-4612-3782-2_6.

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Périard, Isabelle, and Junjie Liu. "Moral Education in a Shanghai Kindergarten—How Do Children Perceive Social Values and Norms?" In Cultural Psychology of Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59735-1_5.

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Conference papers on the topic "Attribution (Social psychology) in children"

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Ranjan, Dr Vedamoni. "Education Curriculum of Learning In Children." In International Conference on Education, Psychology and Social Science. Sons and Daughters Publishing House Inc., 2018. http://dx.doi.org/10.21016/icepss.2014.14017.

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Bukhalenkova, D. "Preschool Classroom Quality And Children Social-Emotional Development." In ICPE 2018 - International Conference on Psychology and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.11.02.83.

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Vávrová, Soňa. "A Preliminary Model Of The Social Situation Of Social Adjustment Of Homeless Children." In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.23.

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Sarkar, Laltu. "PHILOSOPHY WITH CHILDREN: LEARNING TO LIVE WELL." In The 8th International Conference On Humanities, Psychology and Social Science. acavent, 2018. http://dx.doi.org/10.33422/8hps.2018.10.121.

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Nadziroh, Luluk Nadiyatun. "Parents Role on Pornography Addiction in Children." In International Conference on Psychology in Health, Educational, Social, and Organizational Settings. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008590604410449.

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Ayala, Jessy Barba. "Creativity And Its Development Through Plastic Arts In Children Of Child Education." In International Conference of Psychology, Sociology, Education and Social Sciences. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.05.10.

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Abrisqueta, J. F. Mendiguren. "Reasons Of The Families Supporting Their Gender Variant Children And Transgender Adolescents." In International Conference of Psychology, Sociology, Education and Social Sciences. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.05.24.

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Pueyo, Ana Moreno. "Creativity, Art And Laterality As Tools For Learning The Language In Children." In International Conference of Psychology, Sociology, Education and Social Sciences. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.05.5.

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Morgunova, Maria A. "Using psychological support in teaching social and everyday skills to children with ASD." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2021. http://dx.doi.org/10.33910/herzenpsyconf-2021-4-56.

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Rimarova, Kvetoslava. "EFFECT OF SOCIAL FACTORS ON BLOOD PRESSURE (BP) OF CHILDREN." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b12/s2.035.

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Reports on the topic "Attribution (Social psychology) in children"

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Eye‐tracking for longitudinal assessment of social cognition in children born preterm – video abstract. ACAMH, 2020. http://dx.doi.org/10.13056/acamh.13165.

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