Psychometric Properties of the Book Readings for An Affective Classroom Education (BRACE) Coding System

Abstract

In the present study, the relation between children’s emotion knowledge and preschool teachers’ book reading behaviors during shared book reading in the classroom was examined. A new coding system, the Book Readings for an Affective Classroom Education (BRACE), was developed to capture teachers’ macro-level book reading behaviors (i.e., dialogic reading) and micro-level use of emotion language (i.e., emotion coaching) during shared book reading. Results showed good reliability and validity of the BRACE. Further, teachers’ dialogic reading and emotion coaching behaviors during shared book reading positively predicted child emotion knowledge in Spring (T2), after controlling for children’s initial level of emotion knowledge in Fall (T1). In addition, a significant interaction between teachers’ book reading style and child emotion knowledge at T1 on emotion knowledge at T2 indicated that teachers’ effective book reading style was especially beneficial to children who had lower emotion knowledge at the beginning of the school year.     

Correction to: Unique Contributions of Maternal Prenatal and Postnatal Emotion Dysregulation on Infant Respiratory Sinus Arrhythmia

Research on Child and Adolescent Psychopathology -     

Unique Contributions of Maternal Prenatal and Postnatal Emotion Dysregulation on Infant Respiratory Sinus Arrhythmia

Research on Child and Adolescent Psychopathology - Prenatal intrauterine exposures and postnatal caregiving environments may both shape the development of infant parasympathetic nervous system...     

Testing the validity of the paddle method for the kinesthetic and visual-kinesthetic perception of inclination

We tested the validity of the paddle method for measuring both the kinesthetic and visual-kinesthetic perception of inclination. In three conditions, subjects performed three different tasks: (1) rotating a manual paddle to a set of verbally given inclinations (blindfolded subjects), (2) rotating a manual paddle to the same set of verbally given inclinations after specific kinesthetic training (blindfolded subjects), and (3) rotating the paddle to a set of fixed visual inclinations after the kinesthetic training. The results showed a high degree of accuracy and precision in the second and third task but not in the first one. When subjects were asked to rotate a manual paddle to a set of verbally given inclinations, they used three main anchors (0°, 45°, 90°). Furthermore, the paddle method is biased by a kinesthetic deficiency, namely a rotational problem of the wrist that can be corrected by means of specific training.