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

Author: Grafiati

Published: 4 June 2021

Last updated: 21 February 2023

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1

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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3

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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4

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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6

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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7

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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10

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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Meyer, Jessica A., Peter C. Mundy, Amy Vaughan Van Hecke, and Jennifer Stella Durocher. "Social attribution processes and comorbid psychiatric symptoms in children with Asperger syndrome." Autism 10, no. 4 (2006): 383–402. http://dx.doi.org/10.1177/1362361306064435.

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Bowler, Dermot M., and Evelyne Thommen. "Attribution of Mechanical and Social Causality to Animated Displays by Children with Autism." Autism 4, no. 2 (2000): 147–71. http://dx.doi.org/10.1177/1362361300004002004.

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Williamson, Kathryn E., and Lorna S. Jakobson. "Social attribution skills of children born preterm at very low birth weight." Development and Psychopathology 26, no. 4pt1 (2014): 889–900. http://dx.doi.org/10.1017/s0954579414000522.

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AbstractChildren born prematurely at very low birth weight (<1500 g) are at increased risk for impairments affecting social functioning, including autism spectrum disorders (e.g., Johnson et al., 2010). In the current study, we used the Happé–Frith animated triangles task (Abell, Happé, & Frith, 2000) to study social attribution skills in this population. In this task, typical viewers attribute intentionality and mental states to shapes, based on characteristics of their movements. Participants included 34 preterm children and 36 full-term controls, aged 8–11 years. Groups were comparab

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Molinari, Luisa. "Social representations of children's rights: The point of view of adolescents." Swiss Journal of Psychology 60, no. 4 (2001): 231–43. http://dx.doi.org/10.1024//1421-0185.60.4.231.

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This article deals with social representations of children's rights, analysed in a sample of Italian adolescents with differing educational experiences. A questionnaire was distributed to a sample of 410 Italian adolescents aged between 13 and 17 attending four different types of school: lower middle school, high school, technical college and vocational training centre. The questionnaire contained an open-ended question on the rights of children and adolescents and a structured part concerning: attribution of responsibility to five agencies (government, family, school, voluntary associations a

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Gomez-Garibello, Carlos, and Victoria Talwar. "Can you read my mind? Age as a moderator in the relationship between theory of mind and relational aggression." International Journal of Behavioral Development 39, no. 6 (2015): 552–59. http://dx.doi.org/10.1177/0165025415580805.

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The present study examined whether age moderates the relationship between cognitive factors (theory of mind and attribution of intentions) and relational aggression. Participants ( N = 426; 216 boys) between 6 and 9 years of age were asked to complete theory of mind tasks and answer an attribution of intentions questionnaire. Teachers evaluated their students’ social behaviors including relational aggressive acts. Results suggest that theory of mind did affect relational aggression, when this association was moderated by chronological age. Specifically, it was found that the association betwee

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16

Levy, Sheri R., Jason E. Plaks, Ying-yi Hong, Chi-yue Chiu, and Carol S. Dweck. "Static Versus Dynamic Theories and the Perception of Groups: Different Routes to Different Destinations." Personality and Social Psychology Review 5, no. 2 (2001): 156–68. http://dx.doi.org/10.1207/s15327957pspr0502_6.

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Research on lay theories suggests that people who begin the task of social perception with different starting assumptions follow different cognitive paths and reach different social endpoints. In this article, we show how laypeople's fixed (entity) versus dynamic (incremental) theories of human nature foster different meaning systems for interpreting and respondingto the same group information. Using research with adults and children, in the United States and East Asia, and concerning familiar and novel groups, wedocument how these theories influence susceptibility to stereotyping, perceptions

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Kalliopuska, Mirja. "Grouping of Children's Helping Behaviour." Psychological Reports 71, no. 3 (1992): 747–53. http://dx.doi.org/10.2466/pr0.1992.71.3.747.

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215 school children aged 9 to 12 yr. were grouped according to their helping behaviour. The following variables were measured: helping, empathy, altruism, morality, attribution of responsibility, cognitive readiness to help, willingness to help, social desirability, and abstract thinking. In a factor analysis age and sex were included. Five factors were extracted and interpreted: empathetic helping, socially desirable helping, cognitive helping, intentionality, and rational helping According to grouping analysis these five factors were weighted differently, and three groups were identified, (1

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Chan, Raymond C. K., Zhou-yi Hu, Ji-fang Cui, Ya Wang, and Grainne M. McAlonan. "Social attribution in children with high functioning autism and Asperger syndrome: An exploratory study in the Chinese setting." Research in Autism Spectrum Disorders 5, no. 4 (2011): 1538–48. http://dx.doi.org/10.1016/j.rasd.2011.02.017.

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Bayer, Jordana K., Rosalyn Shute, and Colin MacMullin. "Evaluation of the Sheidow Park social problem solving program for primary school children: a field study." Australian Journal of Guidance and Counselling 6, no. 1 (1996): 61–72. http://dx.doi.org/10.1017/s1037291100001503.

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Research has demonstrated links between children's poor peer relations and various forms of child and adult psychosocial maladjustment. Social skills training programs have been developed to increase children's social competence and reduce the risk for later problems. The Sheidow Park Social Problem Solving Program is a curriculum based cognitive social skills training program, designed for Australian primary school children. The present research evaluated the effects of this program on a variety of dimensions of children's social competence. Subjects were Reception/Year 1 children in two clas

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20

Rafman, Sandra, Joyce Canfield, Jose Barbas, and Janusz Kaczorowski. "Disrupted Moral Order: A Conceptual Framework for Differentiating Reactions to Loss and Trauma." International Journal of Behavioral Development 19, no. 4 (1996): 817–29. http://dx.doi.org/10.1177/016502549601900408.

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To discern what turns a child victim of war into a patient, categories relevant to a disrupted moral dimension were applied to play sessions of two groups of children. Both groups had experienced familial loss in the context of war but differed in their clinical status: 7 children (all boys), aged 3 to 10 years, had been referred for psychological consultation and 15 community-based children (9 boys), aged 4 to 6 years, had not been so referred. Both groups exhibited vulnerability and vigilance. Whereas community-based children re-enacted scenarios of parental loss, the loss of a rule-governed

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21

Joshi, Anupama, and Jennifer C. Ferris. "CAUSAL ATTRIBUTIONS REGARDING CONFLICTS BETWEEN FRIENDS IN MIDDLE CHILDHOOD." Social Behavior and Personality: an international journal 30, no. 1 (2002): 65–73. http://dx.doi.org/10.2224/sbp.2002.30.1.65.

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With a focus on conflict as an interpersonal event rather than a social outcome, the present study investigated children's causal attributions regarding conflicts with friends during middle childhood. Thirty-nine girls and 34 boys responded to an open-ended question about causes of conflicts with friends. Children attributed conflicts between friends to human or relationship characteristics, interactional conditions, or person characteristics. As expected children were more likely to consider conflicts as results of mutual factors than of individual influence (p< .0001). Also, more children

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22

Broderick, Patricia C., and Trevor E. Sewell. "Attributions for Success and Failure in Children of Different Social Class." Journal of Social Psychology 125, no. 5 (1985): 591–99. http://dx.doi.org/10.1080/00224545.1985.9712033.

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23

Fonzi, Ada, and Andrea Smorti. "Narrative and Logical Strategies in Socio-cognitive Interaction between Children." International Journal of Behavioral Development 17, no. 2 (1994): 383–95. http://dx.doi.org/10.1177/016502549401700209.

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This study is an analysis of the "meaning giving" process in children when they have to classify empirical objects. There are three stages to the experiment: (1) the children performed a classification task individually; (2) they performed it with a companion; (3) in the individual control situation they performed it again but alone. The aim of this research project was to establish: (1) how children change the meanings they give to objects when they move from an individual situation to a social one; and (2) the role of the two children's different classification strategies in the negotiation

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Kil, Hali, Lee Propp, Anthony De Luca, and Brendan F. Andrade. "Balanced, positive, and negative attributions: A preliminary investigation of a novel attribution coding system and associated affect and social behavior in children with disruptive behavior." Social Development 29, no. 4 (2020): 1176–93. http://dx.doi.org/10.1111/sode.12452.

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Pfeffer, Karen, Bankole Cole, and M. Kayode Dada. "Attributions for Youth Crime Among British and Nigerian Primary School Children." Journal of Social Psychology 138, no. 2 (1998): 251–53. http://dx.doi.org/10.1080/00224549809600376.

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Cialdini, Robert B., Nancy Eisenberg, Rita Shell, and Heather McCreath. "Commitments to help by children: Effects on subsequent prosocial self-attributions." British Journal of Social Psychology 26, no. 3 (1987): 237–45. http://dx.doi.org/10.1111/j.2044-8309.1987.tb00785.x.

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Slone, Michelle, and Anat Shoshani. "Efficacy of a school-based primary prevention program for coping with exposure to political violence." International Journal of Behavioral Development 32, no. 4 (2008): 348–58. http://dx.doi.org/10.1177/0165025408090976.

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A paradigm conceptualizing resilience as factors moderating between political violence exposure and psychological distress administered in a 7-year research project yielded a profile of factors promoting Israeli children's coping in conflict conditions. Three factors — social support mobilization, selfefficacy, and meaning attribution — were incorporated into a school-based primary intervention program. In a repeated measures design, the study assessed pre to post-test modifications in the three resilience factors and psychological distress in a primary and control intervention condition and t

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Ward, Tony, Marie Connolly, Julie McCormack, and Stephen M. Hudson. "Social Workers' Attributions for Sexual Offending Against Children." Journal of Child Sexual Abuse 5, no. 3 (1997): 39–55. http://dx.doi.org/10.1300/j070v05n03_03.

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Kroes, Gert, Jan W. Veerman, and Eric E. J. De Bruyn. "Bias in Parental Reports?" European Journal of Psychological Assessment 19, no. 3 (2003): 195–203. http://dx.doi.org/10.1027//1015-5759.19.3.195.

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Summary: In clinical practice, child psychologists' case formulations are often based on parental reports. In this study, we examined whether mothers' reports of internalizing and externalizing behavior problems in their children might be biased by maternal psychopathology. The target child sample consisted of 68 boys aged 6-12 years who were receiving treatment. Mothers' reports were compared with the reports of both teachers and group care workers as criterion ratings. After controlling for variance shared with the independent raters, multiple regression analysis indicated substantial partia

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Brand, C. R. "The importance of intelligence in Western societies." Journal of Biosocial Science 28, no. 4 (1996): 386–404. http://dx.doi.org/10.1017/s0021932000022495.

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There are many different questions about intelligence that easily become confused. They concern its measurement, its psychological basis (if any), its heritability and its relevance to human group differences. Even a discussion of the importance of intelligence could range widely. (1) The evolution of intelligence might consider what selection pressures generate and maintain the higher levels of intelligence that humans are generally thought to possess. (2) The persistence of individual differences in human intelligence could consider whether such differences serve some ‘group’ function in est

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Persinger, Michael A. "CONFOUNDING VARIABLES WITHIN “REFERRAL CONTROLS” FOR CHILDREN WITH HISTORIES OF SEXUAL STIMULATION BY ADULTS: IMPLICATIONS FOR ERRONEOUS ATTRIBUTIONS FROM “CHILDHOOD SEXUAL ABUSE”." Social Behavior and Personality: an international journal 36, no. 5 (2008): 665–72. http://dx.doi.org/10.2224/sbp.2008.36.5.665.

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Verbal and performance scores from a standardized intelligence battery for age-matched children from four groups (n = 67) were compared to discern if the depressed scores for verbal intelligence displayed by children with histories of verified sexual stimulation by adults were epiphenomenal. The children had been referred to a psychiatric facility because of early sexual stimulation by adults, from a children's mental health service because of family problems, or from a school board for conduct disorders. The fourth group was hospital controls for the first group. The children with noncultural

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Kara, Nazira, and Clare Harvey. "The social construction of ‘deafness’: explored through the experiences of Black South African mothers raising a deaf child." South African Journal of Psychology 47, no. 1 (2016): 72–83. http://dx.doi.org/10.1177/0081246316648517.

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Individual realities and perceptions are embedded in a web of dominant social and cultural views which shape the individual. Mothers of deaf children therefore cannot be understood in isolation, and neither can their experiences, perceptions, and well-being. The present research investigated the construction of deafness through the experiences of mothers raising a deaf child and considered the manner in which these constructions impacted their well-being and relationship with the child. The study explored the experiences of six Black South African hearing mothers of a deaf child between the ag

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Martinelli, A., B. Kreifelts, D. Wildgruber, et al. "Aggression differentially modulates neural correlates of social intention attribution to benevolent, tickling and taunting laughter: An fMRI study in children and adolescents." Social Neuroscience 16, no. 3 (2021): 303–16. http://dx.doi.org/10.1080/17470919.2021.1908420.

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Caprara, Gian Vittorio, Concetta Pastorelli, and Bernard Weiner. "At‐risk children's causal inferences given emotional feedback and their understanding of the excuse‐giving process." European Journal of Personality 8, no. 1 (1994): 31–43. http://dx.doi.org/10.1002/per.2410080104.

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Italian male school children, ranging in age from 7 to 10 years, were identified as at‐risk children on the basis of self‐reports, teacher questionnaires, and peer nominations assessing aggression, emotional instability, and pro‐social behaviour. Together with a normal control sample, these children participated in two studies guided by attribtional theory. In Study 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 Study 2, controllable and uncontrollable causes

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Wong, Maria S., Xi Chen, and Nancy L. McElwain. "Emotion understanding and maternal sensitivity as protective factors against hostile attribution bias in anger-prone children." Social Development 28, no. 1 (2018): 41–56. http://dx.doi.org/10.1111/sode.12336.

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Steinberg, Susan, and James D. Laird. "Parent attributions of emotion to their children and the cues children use in perceiving their own emotions." Motivation and Emotion 13, no. 3 (1989): 179–91. http://dx.doi.org/10.1007/bf00995534.

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LaMastro, Valerie. "CHILDLESS BY CHOICE? ATTRIBUTIONS AND ATTITUDES CONCERNING FAMILY SIZE." Social Behavior and Personality: an international journal 29, no. 3 (2001): 231–43. http://dx.doi.org/10.2224/sbp.2001.29.3.231.

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This study investigated the attributions of naive perceivers regarding the voluntary or involuntary nature of a target couple's family size, and examined the personality characteristics ascribed to persons with families of varying sizes. Undergraduate students (N = 274) read one of 24 paragraphs describing a couple who varied with respect to number of children and male/female employment status. Targets were rated on 28 personality characteristics and 7 relationship quality statements. Participants provided attributions for the couple's family size and completed the Bem Sex Role Inventory. Resu

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Hofrichter, Ruth, Megan E. Mueller, and M. D. Rutherford. "Children’s Perception of Animacy: Social Attributions to Moving Figures." Perception 50, no. 5 (2021): 387–98. http://dx.doi.org/10.1177/03010066211010142.

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Adults describe abstract shapes moving in a goal-directed manner using animate terms. This study tested which variables affect school-aged children’s descriptions of moving geometrical shapes. Children aged 5 to 9 years were shown displays of interacting geometrical shapes and were asked to describe them. Across participants, instructions, number of moving figures, whether a figure caught another, and complexity of the scene were manipulated. Nine-year-olds used significantly more animate phrases than 5-year-olds. Furthermore, we found an Age by Condition interaction. Five-year-olds made signi

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Ding, Ruyi, Wei He, and Qian Wang. "A Comparative Analysis of Emotion-Related Cultural Norms in Popular American and Chinese Storybooks." Journal of Cross-Cultural Psychology 52, no. 2 (2021): 209–26. http://dx.doi.org/10.1177/0022022120988900.

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Storybooks written for young children contain rich information on emotions and act as important educational tools for children’s emotion socialization. The current study aims to investigate how cultural norms regarding emotions are portrayed in the narratives of popular storybooks across cultures. Thus, in this study, 38 bestselling Chinese storybooks written by Chinese authors and 42 bestselling American storybooks by European-American writers were compared. The narratives were coded with a focus on emotion-related content and further analysed using binary logistic regressions. The findings r

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Lewis, Jeffrey Clayton, Daphne Blunt Bugental, and Karen Fleck. "Attributions as Moderators of Reactions to Computer-Simulated Responsive and Unresponsive Children." Social Cognition 9, no. 3 (1991): 277–93. http://dx.doi.org/10.1521/soco.1991.9.3.277.

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Shapiro, Jeremy P. "Self-Blame Versus Helplessness in Sexually Abused Children: An Attributional Analysis with Treatment Recommendations." Journal of Social and Clinical Psychology 8, no. 4 (1989): 442–55. http://dx.doi.org/10.1521/jscp.1989.8.4.442.

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Wylie, Ruth C. "Mothers' Attributions to Their Young Children: The Verbal Environment as a Resource for Children's Self-Concept Acquisition." Journal of Personality 58, no. 2 (1990): 419–41. http://dx.doi.org/10.1111/j.1467-6494.1990.tb00236.x.

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Park, Sung-Yun, and Charissa S. L. Cheah. "Korean mothers’ proactive socialisation beliefs regarding preschoolers’ social skills." International Journal of Behavioral Development 29, no. 1 (2005): 24–34. http://dx.doi.org/10.1080/01650250444000306.

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The purpose of the present study was to examine the proactive socialisation beliefs (goals, attributions, strategies) of Korean mothers regarding preschoolers’ social skills (sharing, controlling negative emotions, and helping others). Participants were 116 mothers in Seoul, Korea. The reasons that mothers provided for the importance of each skill, their causal attributions for the acquisition of those skills, and the socialisation strategies that would be most effective, were targeted. Korean mothers rated controlling negative emotions as less important than sharing and helping others, and we

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Fincham, Frank D. "Outcome Valence and Situational Constraints in the Responsibility Attributions of Children and Adults." Social Cognition 3, no. 2 (1985): 218–33. http://dx.doi.org/10.1521/soco.1985.3.2.218.

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Krylova, S. G., and Y. E. Vodyakha. "Attributing Weight to Virtual Objects in Preschoolers." Психологическая наука и образование 27, no. 4 (2022): 36–45. http://dx.doi.org/10.17759/pse.2022270404.

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Modern education is undergoing a process of digital transformation at all levels, including preschool. The psychologically founded use of digital technologies makes it relevant to study the child’s ideas about the objects of the digital environment (virtual objects). This empirical study is aimed to test two hypotheses: 1) Preschoolers attribute the quality of weight to virtual objects; 2) Preschoolers perceive virtual objects as light-weighted. 53 children, 3.5 to 5 years old, participated in this study (M=4.3; SD=0.41). The study includes experimental technique (H. Kloos, E.L. Amazeen), asse

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Fincham, Frank D., Carol I. Diener, and Audrey Hokoda. "Attributional style and learned helplessness: Relationship to the use of causal schemata and depressive symptoms in children." British Journal of Social Psychology 26, no. 1 (1987): 1–7. http://dx.doi.org/10.1111/j.2044-8309.1987.tb00754.x.

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Thai, Sabrina, Penelope Lockwood, Rebecca Zhu, Yachen Li, and Joyce C. He. "The family ties that protect: Expanded-self comparisons in parent–child relationships." Journal of Social and Personal Relationships 36, no. 3 (2018): 1041–66. http://dx.doi.org/10.1177/0265407518754363.

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We examine whether individuals react to social comparisons involving their parent or child as they would to comparisons involving the self. Individuals reported high self–other overlap for mother and child, but not father (Pilot Study), suggesting that individuals may experience mother’s and child’s outcomes as their own. After recalling upward comparisons, high-overlap children (undergraduate students; Study 1) protect their perceptions of their mother, but not father, and parents (with children 18 or younger; Studies 2–3), regardless of overlap, protect their perceptions of their child: They

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Cole, David A., Lachlan G. Peeke, and Chris Ingold. "Characterological and behavioral self-blame in children: Assessment and development considerations." Development and Psychopathology 8, no. 2 (1996): 381–97. http://dx.doi.org/10.1017/s095457940000715x.

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AbstractA new instrument, the Why It Happened questionnaire, was developed for assessing characterological and behavior self-blame in two samples of third- through ninth-grade children (Sample 1: n = 121; sample 2: n = 322). Children's responses were very consistent within specific classes of negative events but only moderately consistent across time. Exploratory and confirmatory factor analyses of open-ended and self-rating responses, respectively, revealed that children's self-blame attributions were only moderately consistent across different classes of negative events, and that children's

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Dolińska, Barbara. "Attitudes concerning family size in Poland: a replication study." Polish Psychological Bulletin 45, no. 1 (2014): 69–72. http://dx.doi.org/10.2478/ppb-2014-0010.

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Abstract This article reports on a replication study of “Childless by choice? Attributions and attitudes concerning family size”, research published in Social Behavior and Personality and carried out by Valerie LaMastro in 2001. In the study presented in this paper the author examined the personality characteristics ascribed by naive perceivers to people with families of varying sizes. Students (N = 284) read one of twenty-four paragraphs describing a heterosexual couple who varied in the number of children they had (no children, one child, two children, six children) and in male and female em

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Iin Yuniarni and Derysmono Derysmono. "PENANGGULANGAN ORIENTASI LGBT PADA ANAK USIA BALIGH." el-Umdah 5, no. 1 (2022): 77–96. http://dx.doi.org/10.20414/elumdah.v5i1.5569.

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The Citayam Fashion Week (CFW) event in July 2022, -led by amateur teenagers-, suddenly became virtual in cyberspace. The massive emergence of the lifetrend of young groups of lesbian, gay, bisexual and transgender or popularly referred to as LGBT on the event of CFW, rekindled diverse polemics in the social realities of society at large. Although since 2001 when the Netherlands first until now almost 30 other countries have consciously officially legalized the LGBT movement, the LGBT phenomenon which is categorized as a form of deviation of sexual orientation, in fact LGBT is still a long dis

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