Zobrazeno 1 - 5
of 5
pro vyhledávání: '"Kristen L. Frampton"'
Publikováno v:
Development and Psychopathology. 27:189-203
By 18 months children demonstrate a range of social–cognitive skills that can be considered important precursors to more advanced forms of social understanding such as theory of mind. Although individual differences in social cognition have been li
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::c430ee9cb44e6a130dea6a997de598de
https://doi.org/10.1017/s0954579414000674
https://doi.org/10.1017/s0954579414000674
Publikováno v:
Journal of Abnormal Child Psychology. 38:557-568
The goal of this exploratory, within-family, longitudinal study was to examine whether children's perspectives of the mother-child relationship explained within-family differences in children's responses to a shared family stressor (maternal depressi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::220d1ec47485ead0f6ac5192b8804573
https://doi.org/10.1007/s10802-009-9385-2
https://doi.org/10.1007/s10802-009-9385-2
Publikováno v:
Early Childhood Research Quarterly. 24:248-262
Use of metacognitive language by child care center staff in classrooms that serve preschool-aged children was examined. Staff's use of mental-state talk, perspective-taking talk, and activity-relevant questioning with children were coded in a series
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6ffd7924fa4c62588039f556860f44e7
https://doi.org/10.1016/j.ecresq.2009.04.004
https://doi.org/10.1016/j.ecresq.2009.04.004
Autor:
Connie Cheung, Jennifer Jenkins, Jon Rasbash, Kristen L. Frampton, Michael H. Boyle, Katholiki Georgiades
Publikováno v:
International Journal of Developmental Science. 3:131-149
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::084d210645bfef98470ab2be7d614edd
https://doi.org/10.3233/dev-2009-3204
https://doi.org/10.3233/dev-2009-3204
Publikováno v:
Developmental science. 13(2)
Data from three experiments provide the first evidence that children, at least as young as age two, are vigilant of others' non-verbal cues to credibility, and flexibly use these cues to facilitate learning. Experiment 1 revealed that 2- and 3-year-o
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::bb91e1dc0068522ce9dd7c247a2a248b
https://pubmed.ncbi.nlm.nih.gov/20136933
https://pubmed.ncbi.nlm.nih.gov/20136933