Child Psychology: A Handbook of Contemporary Issues by Lawrence Balter, Catherine S. Tamis-LeMonda

By Lawrence Balter, Catherine S. Tamis-LeMonda

This moment variation of kid Psychology displays the more and more subtle and sundry examine equipment used to check the hugely advanced interactions contributing to kid's cognitive, emotional, and social improvement. these chapters that seemed within the past version were completely up to date and new chapters via notable researchers were brought. furthermore, there's a completely new part on youth and thorough assurance of salient ecological impacts, which make this moment version a very finished source at the vital concerns in baby psychology.

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Extra info for Child Psychology: A Handbook of Contemporary Issues

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A methodological advance has been to measure distress and strategy use independently. Yet finding relations between the use of certain strategies and distress does not assure us that the strategies are responsible for decreases in upset. Strategies may coincide with distress, or lack thereof, for several reasons. The strategy may reduce distress, a lack of distress may afford the use of the strategy, or another variable may account for this relation. One recent methodological advance to address emotion/regulation connections has been to examine temporal relations between distress and strategy use using contingency analyses.

In J. T. ), The development of attention: Research and theory (pp. 47–66). New York: Elsevier Science. Rothbart, M. , & O’Boyle, C. G. (1992). Selfregulation and emotion in infancy. In N. Eisenberg & R. A. ), Emotion and its regulation in early development, new directions in child development (Vol. 55 ). San Francisco: Jossey-Bass. Ryan, R. , Connell, J. , & Deci, E. L. (1985). A motivational analysis of self-determination and self-regulation in education. In C. Ames & R. E. ), Research on motivation in education: The classroom milieu (pp.

In order to organize research in this area, we return to the self-determination model presented above. Our model suggests that characteristics of the context provided by caretakers will determine whether children actively internalize strategies presented in their environments (Grolnick & Ryan, 1989; Ryan, Connell, & Grolnick, 1992). In particular, in order to move along the autonomy continuum, the context that the caregivers create must support the child’s activity and initiation, provide the structures that can be internalized, and include the proximal support that children need to be successful in their regulatory attempts.

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