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141.
Children raised in the profound deprivation associated with institutionalization are at elevated risk for negative outcomes
across a host of social and cognitive domains. This risk appears to be mitigated by early foster care or adoption into a family
setting. Although pervasive developmental problems have been noted in a substantial proportion of previously institutionalized
children, marked variation exists in the nature and severity of these deficits. Increasing evidence suggests that institutional
deprivation impacts the developing brain, potentially underlying the wide range of outcomes with which it is associated. In
the current review we examine the neural consequences of institutionalization and genetic factors associated with differences
in outcome in an effort to characterize the consequences of early deprivation at a neurobiological level. Although the effects
of institutional deprivation have been studied for more than 50 years much remains unanswered regarding the pathways through
which institutionalization impacts child development. Through a more complete and nuanced assessment of the neural correlates
of exposure and recovery as well as a better understanding of the individual factors involved we will be better able to delineate
the impact of early adversity in the setting of severe social deprivation. 相似文献
142.
Michaela L. Zajicek-Farber 《Journal of child and family studies》2010,19(3):257-269
Children’s emergent language develops in a rich context of varied influences afforded by their familial and social environments.
Using data collected during a longitudinal prospective service project, this study examined the direct and indirect contributions
of parenting knowledge and practices and maternal postnatal depression on emergent language competencies of 198 very young
children in high-risk Latino and African/American families in an urban area. The study used the Knowledge of Infant Development
Inventory, a constructed measure of risky parenting practices for child well-health, home-safety, and corporal discipline,
a constructed measure for children’s involvement in literacy oriented activities, Edinburgh Postnatal Depression Scale, and
MacArthur Communicative Development Inventories to build and test a structural equation model with AMOS/SPSS 16. The results
provide support for a mediated path model. Parenting knowledge and maternal postnatal depressive symptoms interacted directly
and indirectly in influencing risky parental practices and children’s exposure in literacy oriented stimulation activities
and emergent language. Children’s involvement in stimulation activities mediated the effects of parenting and maternal mental
health and directly predicted a robust amount children’s emergent vocabulary. The model produced similar results for boys
and girls, although boys had poorer outcomes. These findings provide empirical evidence that clinical practice and policy
efforts are needed for reducing maternal postnatal depression in strengthening parenting efforts and in affording meaningful
parent–child interactions and for assuring that children receive adequate exposure to activities that promote language development.
Methodological limitations and recommendations for future research are addressed. 相似文献
143.
144.
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147.
Jochim Hansen Alice Dechêne Michaela Wänke 《Journal of experimental social psychology》2008,44(3):687-691
The present experiment tested the hypothesis that perceptual fluency affects truth judgments especially when the fluency has changed. Participants were asked to judge the truth of statements that were printed in different colors. Perceptual fluency was manipulated by color contrast. Change versus no change of fluency was manipulated by using preceding statements that had the same or a different contrast. As expected, highly fluent statements were judged as more probably true than statements with a low fluency but this effect occurred only when the high fluency meant a change from previous fluency. The role of discrepancies in subjective experiences in terms of their informativeness for social judgments is discussed. 相似文献
148.
Two studies investigated adult age differences in the frequency and emotional consequences of motivational conflicts (i.e., feeling that one wants to or should do something else in a given situation). Study 1 compared younger and older adults. Study 2 included a more age-heterogeneous sample ranging from 20 to 70 years. Data were obtained using diary and experience-sampling methods. Multilevel regression showed that motivational conflict was associated with lower emotional well-being. With age, the frequency of motivational conflict decreased, while emotional well-being increased. Importantly, the age-related decrease in motivational conflicts partly accounted for the age-related increase in emotional well-being. Findings were consistent across studies and robust after the authors controlled for age differences in a number of control variables including time use. The authors conclude that an age-related decrease in motivational conflicts in daily life may be among the factors underlying the positive development of emotional well-being into older adulthood. 相似文献
149.
McLaughlin H Uggen C Blackstone A 《New directions for child and adolescent development》2008,(119):85-98
Young disadvantaged workers are especially vulnerable to harassment due to their age and social class position. As young people enter the workforce, their experiences of, and reactions to, harassment may vary dramatically from those of older adult workers. Three case studies introduce theory and research on the relationship between social class and harassment of young workers. We suggest two mechanisms through which class may structure harassment experiences: (1) extremely vulnerable youth are directly targeted based on their social class origins, and (2) the type and condition of youth employment, which is structured by class background, indirectly affect experiences of harassment. 相似文献
150.
Belén López-Pérez Michaela Gummerum Ellie Wilson Giulia Dellaria 《The Journal of genetic psychology》2017,178(2):73-88
The authors relied on the Process Model of Emotion Regulation (PMER; J. J. Gross, 2007) to investigate children's abilities to regulate their emotions and to assess how distinct emotion regulation strategies are used by children of different ages. In Study 1, 180 parents of children aged between 3 and 8 years old reported about a situation in which their child had been able to change what she or he was feeling. In Study 2, 126 children 3–8 years old answered 2 questions about how they regulate their own emotions. Results from both studies showed age differences in children's reported emotion regulation abilities and the strategies they used. As expected, strategies such as situation selection, situation modification, and cognitive change were used more frequently by 5–6- and 7–8-year-olds, whereas attention deployment was mainly used by 3–4-year-olds. No age differences were found for response modulation. The present research contributes to the existing body of literature on emotion regulation by adding more information about the developmental patterns for each specific emotion regulation strategy. 相似文献