P. Garner, Tamera D. Toney, C. Sheppard, Kristen F. Peairs, M. Prinstein, M. Putallaz, J. Kupersmidt, J. Coie, M. Flykt, Marissa Gastelle, R. Punamäki, Kathryn A. Kerns, Amanda J. Rose, Nicole Campione‐Barr, Sarah E. Killoren, Wendy M. Rote
{"title":"Consulting Editors July 1, 2022, through October 1, 2022","authors":"P. Garner, Tamera D. Toney, C. Sheppard, Kristen F. Peairs, M. Prinstein, M. Putallaz, J. Kupersmidt, J. Coie, M. Flykt, Marissa Gastelle, R. Punamäki, Kathryn A. Kerns, Amanda J. Rose, Nicole Campione‐Barr, Sarah E. Killoren, Wendy M. Rote","doi":"10.13110/merrpalmquar1982.67.2.00ii","DOIUrl":null,"url":null,"abstract":"Abstract:The aim of the current study was to address the potential moderating roles of emotional display rule knowledge and race in the relation between false-belief understanding and preschoolers’ positive interactions and behaviors with peers and teachers. Participants included 87 African American and Latinx preschoolers (52 boys and 35 girls, mean age 51.70 months) recruited from a Head Start program. After controlling for language, false-belief understanding was positively associated with positive ratings of children’s observed behavior with peers and teachers, but only for children average and low in knowledge of emotional display rules. In contrast, there was a significant and positive association between false-belief understanding and teacher ratings of challenging child behavior, but only for children with high emotional display rule knowledge. We also found that associations among false-belief understanding, emotional display rule knowledge, and children’s positive classroom interactions were influenced by child race. Findings are interpreted in light of the different levels of conceptual processing involved in core components of cognitive and affective dimensions of social understanding.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"68 1","pages":"215 - 240 - 241 - 265 - 266 - 295 - 296 - 316 - 317 - 321 - i - i"},"PeriodicalIF":1.2000,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.13110/merrpalmquar1982.67.2.00ii","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
引用次数: 0
Abstract
Abstract:The aim of the current study was to address the potential moderating roles of emotional display rule knowledge and race in the relation between false-belief understanding and preschoolers’ positive interactions and behaviors with peers and teachers. Participants included 87 African American and Latinx preschoolers (52 boys and 35 girls, mean age 51.70 months) recruited from a Head Start program. After controlling for language, false-belief understanding was positively associated with positive ratings of children’s observed behavior with peers and teachers, but only for children average and low in knowledge of emotional display rules. In contrast, there was a significant and positive association between false-belief understanding and teacher ratings of challenging child behavior, but only for children with high emotional display rule knowledge. We also found that associations among false-belief understanding, emotional display rule knowledge, and children’s positive classroom interactions were influenced by child race. Findings are interpreted in light of the different levels of conceptual processing involved in core components of cognitive and affective dimensions of social understanding.
期刊介绍:
This internationally acclaimed periodical features empirical and theoretical papers on child development and family-child relationships. A high-quality resource for researchers, writers, teachers, and practitioners, the journal contains up-to-date information on advances in developmental research on infants, children, adolescents, and families; summaries and integrations of research; commentaries by experts; and reviews of important new books in development.