研究生: |
莊美麗 Mei-Li, Chuang |
---|---|
論文名稱: |
大班幼兒不同攻擊類型與情緒能力、社會認知能力之相關研究 Exploring the characteristics of aggressive preschoolers: Social-cognitive and emotional aspects |
指導教授: |
程景琳
Cheng, Ching-Ling |
學位類別: |
碩士 Master |
系所名稱: |
教育心理與輔導學系 Department of Educational Psychology and Counseling |
論文出版年: | 2011 |
畢業學年度: | 99 |
語文別: | 中文 |
論文頁數: | 139 |
中文關鍵詞: | 大班幼兒 、肢體攻擊 、關係攻擊 、情緒能力 、社會認知 |
英文關鍵詞: | preschooler, physical aggression, relational aggression, emotional competence, social cognition |
論文種類: | 學術論文 |
相關次數: | 點閱:308 下載:43 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
本研究旨在探討大班幼兒不同攻擊類型(肢體攻擊、關係攻擊)與情緒能力(情緒理解、情緒展現規則)及社會認知能力(心智理論)之相關情形,並檢視不同攻擊組別(非攻擊者、肢體攻擊者、關係攻擊者、兼具肢體與關係攻擊者)在情緒理解、情緒展現規則及心智理論作業的表現上是否有顯著差異。此外,亦將檢視大班幼兒攻擊行為(關係攻擊、肢體攻擊)與情緒能力、社會認知能力之發展現況及性別差異情形,供幼兒教育工作者作為教學或輔導之參考。
研究對象為台北縣、市私立幼稚園與托兒所之82位大班幼兒(男44人,女38人,平均年齡5.9歲),使用「幼兒社會行為-同儕提名問卷」、「幼兒社會行為問卷-教師版」、「基本情緒圖」、「情緒情境知識作業」、「情緒展現規則作業」、Strange Stories及《魏氏幼兒智力量表修訂版》等研究工具,分別測量幼兒攻擊行為、基本情緒辨識、情緒情境知識、情緒展現規則、社會認知能力及語言能力。
主要研究結果整理如下:
1.男生幼兒肢體攻擊行為顯著高於女生,而在關係攻擊、基本情緒辨識、情緒情境知識、情緒展現規則、社會認知能力上則未有顯著性別差異情形。
2.大班幼兒肢體攻擊與關係攻擊有顯著高相關,且同儕提名與教師評定幼兒攻擊行為間亦有顯著相關。
3.大班幼兒在生氣與害怕表情的辨識上正確率較低,且對於引發生氣與害怕情緒的情境較易產生混淆。
4.大班幼兒對「負向故事」的情緒展現規則理解較「正向故事」佳,且要隱藏內心真實情緒時,較多幼兒選擇中性表情掩飾之。而在隱藏情緒動機之推論上,無論性別及攻擊類型組別為何,皆以作「自我保護」推論的比例較高。
5.大班幼兒肢體攻擊與情緒理解、情緒展現規則及心智理論能力之間在控制了關係攻擊(及語言能力)後,沒有顯著相關;而關係攻擊與情緒理解、情緒展現規則及心智理論能力之間在控制了肢體攻擊(及語言能力)後,同樣沒有顯著相關。
6.大班幼兒非攻擊者、肢體攻擊者、關係攻擊者、兼具肢體與關係攻擊者在情緒理解、情緒展現規則及心智理論作業的表現上皆無顯著差異。
The purpose of this study was to examine the relationships among two types of aggression (physical, relational), emotional competence and social-cognitive ability in preschoolers. Participants of this study were 82 preschoolers (44 boys and 38 girls, mean age = 5.9 years old) in senior classes of three kindergartens in Taipei. Children’s aggression was assessed by peer nominations and teacher ratings. The tasks for assessing emotional competence were “Basic Emotional Recognition”, “Emotion Situation Knowledge” and “Emotional Display Rules”, and social-cognitive ability was measured by Strange Stories in this study.
The main findings were as follows:
1. Boys were more physically aggressive than girls. There were no significant gender differences in relational aggression, basic emotional recognition, emotion situation knowledge, emotional display rules, and social-cognitive abilities.
2. For Based on the data from both informants, physical aggression was highly associated with relational aggression in preschoolers. There were significant correlations between the scores from peer nomination and teacher ratings in preschoolers’ aggression.
3. Preschoolers had more difficulty in recognizing expressions of anger and fear. Young children appeared to feel confused about the situations evoking anger and sadness.
4. Negative stories were understood more easily than positive stories. Furthermore, neutralization was chosen most frequently as the display strategy in the discrepant stories. Preschoolers, no matter what gender or group of aggressors, provided more self-protective reasons in their motivations of hiding emotions.
5. Controlling for language abilities and relational aggressions, physical aggression was not significantly associated with emotional understanding, emotional display rules knowledge, and social-cognitive abilities. Controlling for language abilities and physical aggressions, relational aggression was not significantly associated with emotional understanding, emotional display rules knowledge, and social-cognitive abilities when.
6. There were no significant differences among different groups of aggressors in emotional understanding, emotional display rules knowledge, and social-cognitive abilities.
一、中文部分
毛志宏、陳青萍(2006):幼兒「心智理論」的發展及其與同伴接納關係的實驗研究。西安文理學院學報,9(4),108-112。
余年梅(2007):幼兒氣質對其關係攻擊行為之影響。國立臺灣師範大學人類發展與家庭學系碩士論文。
呂紫菁(2008):幼兒依附情形與心智理論之研究。國立新竹教育大學幼兒教育學系碩士論文。
林正綺(2010):高中職生關係攻擊行為與社會焦慮、自尊之研究。台北市立教育大學心理與諮商學系碩士論文。
林芊妤(2002):兒童理解多重情緒能力、隱藏情緒能力與其同儕地位之相關研究。國立花蓮師範學院幼兒教育學系碩士論文。
林奕學(2009):幼兒行為調節、社會技巧與攻擊行為之相關研究。輔仁大學兒童與家庭學系碩士論文。
林蘭婷(2008):幼兒心智理論、利社會道德推理與利社會行為之研究。國立新竹教育大學幼兒教育學系碩士論文。
保心怡(2003):幼兒對於心智理解相關作業的理解情形及運用故事活動介入的效果研究。國立臺灣師範大學人類發展與家庭學系博士論文。
徐子晴(2009):學前幼兒的語言能力與心智理論表現之相關研究。國立臺灣師範大學人類發展與家庭學系碩士論文。
張曉菁(2008):幼兒心智理論與攻擊行為的關係。臺北市立教育大學兒童發展碩士學位學程論文。
陳佑甄(2006):兒童隱藏情緒理解之研究。國立臺北教育大學幼兒教育學系碩士論文。
陳怡芳(2008):幼兒心智理論與心智語言之研究。國立新竹教育大學幼兒教育學系碩士論文。
陳忠傑(2000):混齡編班中受歡迎與被拒絕組幼兒社會行為及同儕互動之研究。靜宜大學青少年兒童福利學系碩士論文。
陳湘筑(2002):幼兒攻擊行為之初探-以一個幼稚園中班為例。國立臺灣師範大學家政教育研究所碩士論文。
陳榮華、陳心怡(2000):魏氏幼兒智力量表修訂版(WPPSI-R)。台北:中國行為科學社。
游淑雲(2006):這個班級怎麼這麼多衝突—幼兒園同儕衝突情境的幼兒次文化。國立新竹教育大學幼兒教育學系碩士論文。
廖凱嫆(2009):幼兒心智理論與社會計量地位之關係研究。國立新竹教育大學幼兒教育學系碩士論文。
劉秀娟(2005):兒童情緒表達規則之理解、家庭情緒氣氛與人際關係之相關研究。臺北市立師範學院兒童發展研究所碩士論文。
劉佳閔(2005):幼兒的依附、語文智能及人際智能與心智理論能力之關係。國立政治大學教育學系教育心理與輔導組碩士論文。
鄭明芳(2005):幼兒關係型攻擊行為之研究。國立花蓮師範學院幼兒教育學系碩士論文。
謝育伶(2008):母親教養行為、幼兒自我調節和幼兒社會能力之相關研究。輔仁大學兒童與家庭學系碩士論文。
謝惠君(2005):幼兒心智理論與衝突情境下協商行為之相關研究。國立新竹教育大學幼兒教育學系碩士論文。
二、西文部分
Adams, J. W., Snowling, M. J., Hennessy, S. M., & Kind, P. (1999). Problems of behaviour, reading, and arithmetic: Assessments of comorbidity using the Strengths and Difficulties Questionnaire. British Journal of Educational Psychology, 69, 571-585.
Ahadi, S. A., Rothbart, M. K., & Ye, R. (1993). Children’s temperament in the US and China: Similarities and differences. European Journal of Personality, 7, 359-378.
Alink, L. R. A., Mesman, J., van Zeijl, J., Stolk, M. N., Juffer, F., Koot, H. M., et al. (2006). The early childhood aggression curve: Development of physical aggression in 10-to-50-month-old children. Child Development, 77, 945-966.
Andreou, E. (2006). Social preference, perceived popularity and social intelligence. School Psychology International, 27, 339-351.
Appleton, M., & Reddy, V. (1996). Teaching three-year-olds to pass false belief tests: A conversational approach. Social Development, 5, 275-291.
Archer, J. (2001). A strategic approach to relational aggression. Social Development, 10, 267–271.
Archer, J., & Coyne, S. M. (2005). An integrated review of indirect, relational, and social aggression. Personality and Social Psychology Review, 9, 212-230.
Arsenio, W., & Lemerise, E. A. (2001). Varieties of childhood bullying: Values, emotion processes, and social competence. Social Development, 10, 59 – 73.
Arsenio, W., Cooperman, S., & Lover, A. (2000). Affective predictors of preschoolers’ aggression and peer acceptance: Direct and indirect effects. Developmental Psychology, 36, 438–448.
Astington, J. W., & Jenkins, J. M. (1995). Theory of mind development and social understanding. Cognition and Emotion, 9, 151-165.
Astington, J. W., & Jenkins, J. M. (1999). A longitudinal study of the relation between language and theory of mind development. Developmental Psychology, 35, 1311-1320.
Badenes, L. V., Estevan, R. A. C., & Bacete, F. J. G. (2000). Theory of mind and peer rejection at school. Social Development, 9, 271-283.
Barbee, A. P., Cunningham, M. R., Winstead, B. A., Derlega, V. J., Gulley, M. R., Yankeelov, P. A., & Druen, P. B. (1993). Effects of gender role expectations on the social support process. Journal of Social Issues, 49, 175–190.
Björkqvist, K. (1994). Sex differences in physical, verbal, and indirect aggression: A review of recent research. Sex Roles, 30, 177-188.
Björkqvist, K., Lagerspetz, K. M. J., & Kaukiainen, A. (1992). Do girls manipulate and boys fight? Aggressive Behavior, 18, 117-127.
Björkqvist, K., Österman, K., & Kaukiainen, A. (2000). Social intelligence + empathy = aggression? Aggression and Violent Behavior, 5, 191-200.
Bloom, P., & German , T. P. (2000). Two reasons to abandon the false belief task as a test of theory of mind. Cognition, 77, B25-B31.
Bohnert, A., Crnic, K., & Lim, K. (2003). Emotional competence and aggressive behavior in school-age children. Journal of Abnormal Child Psychology, 31, 79-91.
Bonica, C., Arnold, D. H., Fisher, P. H., Zeljo, A., & Yershova, K. (2003). Relational aggression, relational victimization, and language development in preschoolers. Social Development, 12, 551-562.
Borke, H. (1971). Interpersonal perception of young children: Egocentrism or empathy. Developmental Psychology, 5, 263-269.
Bosacki, S. L. (2003). Psychological pragmatics in preadolescents: Sociomoral understanding, self-worth, and school behavior. Journal of Youth and Adolescent, 32, 141–155.
Bosacki, S. L., & Moore, C. (2004). Preschoolers' understanding of simple and complex emotions: Links with gender and language. Sex Roles, 50, 659-675.
Brown, J. R., & Dunn, J. (1996). Continuities in emotion understanding from three to six years. Child Development, 67, 789-802.
Bukowski, W. M., Sippola, L. K., & Newcomb, A. F. (2000). Variations in patterns of attraction of same- and other-sex peers during early adolescence. Developmental Psychology, 36, 147–154.
Bullock, M., & Russell, J. A. (1985). Further evidence on preschoolers’ interpretation of facial expressions. International Journal of Behavioral Development, 8, 15–38.
Burr, J. E., Ostrov, J. M., Jansen, E. A., Cullerton-Sen, C., & Crick, N. R. (2005). Relational aggression and friendship during early childhood:“I won't be your friend!”. Early Education and Development, 16, 161-183.
Burton, L. A., Hafetz, J., & Henninger, D. (2007). Gender differences in relational and physical aggression. Social Behavior and Personality, 35, 41-50.
Cairns, R. B., Xie, H., & Leung, M. C. (1998). The popularity of friendship and the neglect of social networks: Toward a new balance. In W. M. Bukowski & A. H. Cillessen (Eds.), Sociometry then and now: Building on six decades of measuring children’s experiences with the peer group (pp. 25–54). San Francisco: Jossey-Bass.
Capage, L., & Watson, A. C. (2001). Individual differences in theory of mind, aggressive behavior, and social skills in young children. Early Education and Development, 12, 613-628.
Caplan, M., Vespo, J. E., Pedersen, J., & Hay, D. F. (1991). Conflict and its resolution in small groups of one- and two-year-olds. Child Development, 62, 1513-1524.
Carpenter, E. M., & Nangle, D. W. (2006). Caught between stages: Relational aggression emerging as a developmental advance in at-risk preschoolers. Journal of Research in Childhood Education, 21, 177-188.
Casey, R. J. (1993). Children’ s emotional experience :Relations among expression, self-report, and understanding. Developmental Psychology, 29, 119-129.
Casey, R. J., & Schlosser, S. (1994). Emotional responses to peer praise in children with and without a diagnosed externalizing disorders. Merrill-Palmer Quarterly, 40, 60–81.
Casey-Cannon, S., Hayward, C., & Gowen, K. (2001). Middle-school girls' reports of peer victimization: concerns, consequences, and implications. Professional School Counseling, 5, 138-147.
Cassidy, J., Parke, R. D., Butkovsky, L., & Braungart, J. M. (1992). Family-peer connections: The roles of emotional expressiveness within the family and children’s understanding of emotions. Child Development, 63, 603-618.
Cassidy, K. W., Werner, R. S., Rourke, M., Zubernis, L. S., & Balaraman, G. (2003). The relationship between psychological understanding and positive social behaviors. Social Development, 12, 199-221.
Charman, T., Ruffman, T., & Clements, W. (2002). Is there a gender difference in development? Social Development, 11, 1-10.
Cheng, C. L. (2009). No blood means less harm?: Relational aggression and peer rejection in adolescence. Bulletin of Educational Psychology, 40, 511-528.
Cillessen, A. H. N., & Mayeux, L. (2004). From censure to reinforcement: Developmental changes in theassociation between aggression and social status. Child Development, 75, 147-163.
Closson, L. M. (2009). Aggressive and prosocial behaviors within early adolescent friendship cliques. What’s status got to do with it? Merrill-Palmer Quarterly, 55, 406-435.
Coie, J. D., & Dodge, K. A. (1988). Multiple sources of data on social behavior and social status. Child Development, 59, 815-829.
Coie, J. D., & Kupersmide, J. (1983). A behavioral analysis of emerging social status in boys' group. Child Development, 54, 1400-1416.
Coie, J. D., Dodge, K., & Kupersmidt, J. (1990). Peer group behavior and social status. In S. R. Asher & J. D. Coie (Eds.), Peer rejection in childhood (pp. 17-59). Cambridge, England: Cambridge University Press.
Cole, P. (1986). Children’s spontaneous expressive control of facial expression. Child Development, 57, 1309-1321.
Colwell, M. J., & Hart, S. (2006). Emotion framing: Does it relate to children’s emotion knowledge and social behavior? Early Child Development and Care, 176, 591-603.
Cook, E. T., Greenberg, M. T., & Kusche, C. A. (1994). The relations between emotional understanding, intellectual functioning, and disruptive behavior problems in elementary-school-aged children. Journal of Abnormal Child Psychology, 22, 205–219.
Côté, S. M., Vaillancourt, T., Barker, E. D., Nagin, D., & Tremblay, R. E. (2007). The joint development of physical and indirect aggression: Predictors of continuity and change during childhood. Development and Psychopathology, 19, 37-55.
Crick, N. R. (1996). The role of overt aggression, relational aggression, and prosocial behavior in the prediction of children's future social adjustment. Child Development, 67, 2317-2327.
Crick, N. R. (1997). Engagement in gender normative versus nonnormative forms of aggression: Links to social-psychological adjustment. Developmental Psychology, 33, 610-617.
Crick, N. R., & Grotpeter, J. K. (1995). Relational aggression, gender, and social- psychological adjustment. Child Development, 66, 710-722.
Crick, N. R., & Rose, A. J. (2000). Toward a gender balanced approach to the study of social-emotional development: A look at relational aggression. In P. H. Miller & E. Scholnick (Eds.), Toward a feminist developmental psychology (pp. 153–168). New York: Routledge Press.
Crick, N. R., Bigbee, M. A., & Howes, C. (1996). Gender differences in children's normative beliefs about aggression: How do I hurt thee? Let me count the ways. Child Development, 67, 1003-1014.
Crick, N. R., Casas, J. F., & Ku, H. -C. (1999). Relational and physical forms of peer victimization in preschool. Developmental Psychology, 35, 376-385.
Crick, N. R., Casas, J. F., & Mosher, M. (1997). Relational and overt aggression in preschool. Developmental Psychology, 33, 579-588.
Crick, N. R., Ostrov, J. M., & Werner, N. E. (2006). A longitudinal study of relational aggression, physical aggression and children’s social-psychological adjustment. Journal of Abnormal Child Psychology, 34, 131-142.
Crick, N. R., Ostrov, J. M., Burr, J. E., Jansen-Yeh, E. A., Cullerton-Sen, C., & Ralston, P. (2006). A longitudinal study of relational and physical aggression in preschool. Journal of Applied Developmental Psychology, 27, 254-268.
Cummings, E. M., Iannotti, R. J., & Zahn-Waxler, C. (1989). Aggression between peers in early childhood: Individual continuity and developmental change. Child Development, 60, 887-895.
Cutting, A. L., & Dunn, J. (1999). Theory of mind, emotion understanding, language, and family background: Individual differences and interrelations. Child Development, 70, 853-865.
Davis, T. L. (1995). Gender differences in masking negative emotions: Ability or motivation. Developmental Psychology, 31, 660-667.
Denham, S. A. (1986). Social cognition, prosocial behavior and emotion in preschoolers. Child Development, 57, 194-201.
Denham, S. A. (1998). Emotional Development in Young Children. New York: Guilford Press.
Denham, S. A., & Couchoud, E. A. (1990). Young preschoolers’ understanding of emotions. Child Study Journal, 20, 171–192.
Denham, S. A., Blair, K. A., DeMulder, E., Levitas, J., Sawyer, K., Auerbach-Major, S., & Queenan, P. (2003). Preschool emotional competence: Pathway to social competence. Child Development, 74, 238-256.
Denham, S. A., Blair, K., Schmidt, M., & DeMulder, E. (2002). Compromised emotional competence: Seeds of violence sown early. American Journal of Orthopsychiatry, 72, 70-82.
Denham, S. A., McKinley, M., Conchoud, E.A., & Holt, R. (1990). Emotional and behavioral predictors of preschool peer ratings. Child Development, 61, 1145-1152.
Denham, S. A., Zoller, D., & Couchod, E. A. (1994). Socialization of preschoolers’ emotion understanding. Developmental Psychology, 30, 928-936.
Dodge, K. A. (1983). Behavioral antecedents of peer social status. Child Development, 54, 1386-1399.
Dodge, K., Lochman, J. E., Harnish, J. D., Bates, J. E., & Pettit, G. S. (1997). Reactive and proactive aggression in school children and psychiatrically impaired chronically assaultive youth. Journal of Abnormal Psychology, 106, 37–51.
Dodge, K.A., & Coie, J.D. (1987). Social information processing factors in reactive and proactive aggression in children’s peer groups. Journal of Personality and Social Psychology, 53, 1146-1158.
Dunn, J. (1995). Children as psychologists: The later correlates of individual differences in understanding of emotions and other minds. Cognition and Emotion, 9, 187-201.
Dunsmore, J. C., & Karn, M. A. (2004). The influence of peer relationships and maternal socialization on kindergartners' developing emotion knowledge. Early Education and Development, 15, 39-56.
Durand, K., Gallay, M., Seigneuri, A., Robichon, F., & Baudouin, J. (2007). The development of facial emotion recognition: The role of configural information. Journal of Experimental Child Psychology, 97, 14-27.
Edwards, R., Manstead, A. S., & MacDonald, C. J. (1984). The relationship between children’s sociometric status and ability to recognize facial expressions of emotion. European Journal of Social Psychology, 14, 235-238.
Eisenberg, N., Fabes, R. A., Bustamante, D., Mathy, R. M., Miller, P., & Lindholm, E. (1988). Differentiation of vicariously induced emotional reactions in children. Developmental Psychology, 24, 237-246.
Eisenberg, N., Fabes, R.A., Nyman, M., Bernzweig, J., & Pinuelas, (1994). The relations of emotionality and regulation to children’s anger-related reactions. Child Development, 65, 109-128.
Ekman, P., & Friesen, W. V. (1975). Unmasking the face: A guide to recognizing emotions from facial clues. Englewood Cliffs, NJ: Prentice-Hall.
Ekman, P., Friesen, W. V., & Ellsworth, P. (1982). What emotion categories or dimensions can observers judge from facial behavior? In P. Ekman (Ed.), Emotion in the human face (pp. 39-55). New York: Cambridge University Press.
Estrem, T. L. (2005). Relational and physical aggression among preschoolers: The effect of language skills and gender. Early Education and Development, 16, 207-232.
Fine, S. E., Trentacosta, C. J., Izard, C. E., Mostow, A. J., & Campbell, J. L. (2004). Anger perception bias, caregivers’ use of physical discipline, and aggression in children at risk. Social Development, 13, 213–228.
Fischer, A. H. (2000). Gender and Emotion: Social Psychological Perspectives. New York: Cambridge University Press.
Flavell, J. H., Flavell, E. R., & Green, E L. (1983). Development of the appearance-reality distinction. Cognitive Psychology, 15, 95-120.
Francis, G., Last, C. G., & Strauss, C. C. (1987). Expression of separation anxiety disorder: The roles of age and gender. Child Psychiatry and Human Development, 18, 82-89.
Frith, U., Happé, F., & Siddons, F. (1994). Autism and theory of mind in everyday life. Social Development, 3, 108-124.
Gagnon, M., Gosselin, P., Hudon-ven der Buhs, I., Larocque, K., & Milliard, K. (2010). Children’s recognition and discrimination of fear and disgust facial expressions. Journal of Nonverbal Behavior, 34, 27-42.
Galen, B. R. &. Underwood, M. K. (1997). A developmental investigation of social aggression among children. Developmental Psychology, 33, 589-600.
Gao, X., & Maurer, D. (2009). Influence of intensity on children’s sensitivity to happy, sad, and fearful facial expressions. Journal of Experimental Child Psychology, 102, 503-521.
Gardner, D., Harris, P. L., Ohmoto, M., & Hamazaki, T. (1988). Japanese children's understanding of the distinction between real and apparent emotion. International Journal of Behavioral Development, 11, 203-218.
Garfield, J. L., Peterson, C. C., & Perry, T. (2001). Social cognition, language acquisition and the development of the theory of mind. Mind and Language, 16, 494-541.
Garner, P. W. (1996). The relations of emotional role taking, affective/moral attributions, and emotional display rule knowledge to low-income school-age children’s social competence. Journal of Applied Developmental Psychology, 17, 19-36.
Garner, P. W., & Estep, K. M. (2001). Emotional competence, emotion socialization, and young children’s peer-related social competence. Early Education and Development, 12, 29-48.
Garner, P. W., Dunsmore, J. C., & Southam-Gerrow, M. (2008). Mother-child conversations about emotions: Linkages to child aggression and prosocial behavior. Social Development, 17, 259-277.
Garner, P. W., Jones, D. C., & Miner, J. L. (1994). Social competence among low-income preschoolers: emotion socialization practices and social cognitive correlates. Child Development, 65, 622-637.
Gasser, L., & Keller, M. (2009). Are the competent the morally good? Perspective taking and moral motivation of children involved in bullying. Social Development, 18, 798-816.
Gerl, R. R. (2005). The effect of parental stress on the development of emotional competence of adolescents. Unpublished doctoral dissertation, Capella University, Minnesota.
Gini, G. (2006). Social cognition and moral cognition in bullying: What’s wrong? Aggressive Behavior, 32, 528-539.
Gnepp, J., & Hess, D. L. R. (1986). Children’s understanding of verbal and facial display rules. Developmental Psychology, 22, 103–108.
Goldstein, S. E., Tisak, M. S., & Boxer, P. (2002). Preschoolers' normative and prescriptive judgments about relational and overt aggression. Early Education & Development, 13, 23-39.
Gopnik, A., & Astington, J. W. (1988). Children’s understanding of representational change and its relation to the understanding of false belief and the appearance-reality distinction. Child Development, 59, 26-37.
Gosselin, P., Warren, M., & Diotte, M. (2002). Motivation to hide emotion and children’s understanding of the distinction between real and apparent emotions. Journal of Genetic Psychology, 163, 479-495.
Graham, S., Doubleday, C., & Guarino, P. A. (1984) . The development of relations between perceived controllability and the emotions of pity, anger, and guilt. Child Development, 55, 561-565.
Gross, A. L., & Ballif, B. (1991). Children’s understanding of emotion from facial expressions and situations: A review. Developmental Review, 11, 368-398.
Gross, D., & Harris, P. L. (1988). False beliefs about emotion: Children's understanding of misleading emotional displays. International Journal of Behavioral Development, 11, 475-488.
Grotpeter, J. K., & Crick, N. R. (1996). Relational aggression, overt aggression, and friendship. Child Development, 67, 2328–2338.
Guajardo, N. R., & Watson, A. C. (2002). Narrative discourse and theory of mind development. The Journal of Genetic Psychology, 163, 305-325.
Halberstadt, A. G., Denham, S. A., & Dunsmore, J. C. (2001). Affective social competence. Social Development, 10, 79-119.
Hale, C. M., & Tager-Flusberg, H. (2003). The influence of language on theory of mind: A training study. Developmental Science, 6, 346-359.
Happé, F. G. E. (1994). An advanced test of theory of mind: Understanding of story characters' thoughts and feelings by able autistic, mentally handicapped, and normal children and adults. Journal of Autism and Developmental Disorders, 24, 129-154.
Happé, F. G. E. (1995). The role of age and verbal ability in the theory of mind task performance of subjects with autism. Child Development, 66, 843–855.
Happé, F. G. E., & Frith, U. (1996). Theory of mind and social impairment in children with conduct disorder. British Journal of Developmental Psychology, 14, 385–398.
Happé, F. G. E., Winner, E., & Brownell, H. (1998). The getting of wisdom: Theory of mind in old age. Developmental Psychology, 34, 358-362.
Harris, P. (1993). Understanding emotion. In M. Lewis & J. Haviland (Eds.), Handbook of emotions (pp. 237–246). New York: Guilford, Press.
Hart, C. H., Nelson, D. A., Robinson, C. C., Olsen, S. F., & McNeilly-Choque, M. K. (1998). Overt and relational aggression in Russian nursery school-age children: Parenting style and marital linkages. Developmental Psychology, 34, 687-697.
Hartup, W. W. (1974). Aggression in childhood: Developmental perspectives. American Psychologist, 29, 336-341.
Hawley, P. H. (1999). The ontogenesis of social dominance: A strategy-based evolutionary perspective. Developmental Review, 19, 97-132.
Hawley, P. H. (2003). Strategies of control, aggression, and morality in preschoolers: An evolutionary perspective. Journal of Experimental Child Psychology, 85, 213-235.
Hay, D. F. (2007). The gradual emergence of sex differences in aggression: Alternative hypotheses. Psychological Medicine, 37, 1527-1537.
Heilbron, N., & Prinstein, M. J. (2008). A review and reconceptualization of social aggression: Adaptive and maladaptive correlates. Clinical Child and Family Psychology Review, 11, 176-217.
Henington, C., Hughes, J. N., Cavell, T. A., & Thompson, B. (1998). The role of relational aggression in identifying aggressive boys and girls. Journal of School Psychology, 36, 457-477.
Hubbard, J. A., Parker, E. H., Ramsden, S. R., Flanagan, K. D., Relyea, N., ...Hyde, C. T. (2004). The relations among observational, physiological, and self-report measures of children’s anger. Social Development, 13, 14-39.
Hughes, C., & Dunn, J. (1998). Understanding mind and emotion: Longitudinal associations with mental-state talk between young friends. Developmental Psychology, 34, 1026-1037.
Hughes, C., Adlam, A., Happé, F., Jackson, J., Taylor, A., & Caspi, A. (2000). Good test-retest reliability for standard and advanced false-belief tasks. Journal of Child Psychology and Psychiatry, 41, 483-490.
Hughes, C., Jaffee, S. R., Happe, F., Taylor, A., Caspi, A., & Moffitt, T. E. (2005). Origins of individual differences in theory of mind: From nature to nurture? Child Development, 76, 356-370.
Izard, C. E., King, K. A., Trentacosta, C. J., Morgan, J. K., Laurenceau, J.-P., Krauthamer-Ewing, E. S., & Finlon, K. (2008). Accelerating the development of emotion competence in Head Start children: Effects on adaptive and maladaptive behavior. Development and Psychopathology, 20, 369-397.
Izard, C., Fine, S., Schultz, D., Mostow, A. J., Ackerman, B., & Youngstrom, E. (2001). Emotion knowledge as a predictor of social behavior and academic competence in children at risk. Psychological Science, 12, 18-23.
Jenkins, J. M., & Astington, J. W. (1996). Cognitive factors and family structure associated with theory of mind development in young children. Developmental Psychology, 32, 70 – 78.
Jenkins, J. M., & Astington, J. W. (2000). Theory of mind and social behavior: Causal models tested in a longitudinal study. Merrill-Palmer Quarterly, 46, 203-220.
Johnson, D. R., & Foster, S. L. (2005). The relationship between relational aggression in kindergarten children and friendship stability, mutuality, and peer liking. Early Education and Development, 16, 141-160.
Jones, D. C., Abbey, B. B., & Cumberland, A. (1998). The development of display rule knowledge: Linkages with family expressiveness and social competence. Child Development, 69, 1209-1222.
Josephs, I. E. (1994). Display rule behavior and understanding in preschool children. Journal of Nonverbal Behavior, 18, 301-326.
Katsurada, E., & Sugawara, A. I. (1998). The relationship between hostile attributional bias and aggressive behavior in preschoolers. Early Childhood Research Quaterly, 13, 623–636.
Kaukiainen, A., Björkqvist, K., Lagerspetz, K., Österman, K., Salmivalli, C., Rothberg, S., et al. (1999). The relationships between social intelligence, empathy, and three types of aggression. Aggressive Behavior, 25, 81-89.
Keenan, K., & Shaw, D. (1997). Developmental and social influences on young girls’ early problem behavior. Psychological Bulletin, 121, 95-113.
Keysers, C., & Gazzola, V. (2007). Integrating simulation and theory of mind: from self to social cognition. Trends in Cognitive Science, 11, 194-196.
Kochanska, G., Coy, K. C., & Murray, K. T. (2001). The development of self-regulation in the first four years of life. Child Development, 72, 1091-1111.
Ladd, G. W., Kochenderfer, B. J., & Coleman, C. C. (1997). Classroom peer acceptance, friendship, and victimization: Distinct relational systems that contribute uniquely to children’s school adjustment? Child Development, 68, 1181-1197.
Lagerspetz, K. M. J., Björkqvist, K., & Peltonen, T. (1988). Is indirect aggression more typical of females? Gender differences in aggressiveness in 11-to 12-year-old children. Aggressive Behavior, 14, 403-414.
Lalonde, C. E., & Chandler, M. J. (1995). False belief understanding goes to school: On the social-emotional consequences of coming early or late to a first theory of mind. Cognition and Emotion, 9, 167-185.
Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159–174.
Levine, L. J. (1995). Young children's understanding of the causes of anger and sadness. Child Development, 66, 697-709.
Linder, J. R., Crick, N. R., & Collins, W. A. (2002). Relational aggression and victimization in young adults’ romantic relationships: Associations with perceptions of parent, peer, and romantic relationship quality. Social Development, 11, 69–86.
Little, T. D., Jones, S. M., Henrich, C. C., & Hawley, P. H. (2003). Disentangling the ‘‘whys’’ from the ‘‘whats’’ of aggressive behavior. International Journal of Behavioral Development, 27, 122–133
Lochman, J. E., & Dodge, K. A. (1998). Distorted perceptions in dyadic interactions of aggressive and nonaggressive boys: Effects of prior expectations, context, and boys' age. Development and Psychopathology, 10, 495-512.
Malatesta, C. Z., Culver, C., Tesman, R. J., & Shepard, B. (1989). The development of emotion expression during the first two years of life. Monographs of the Society for Research in Child Development, 54 (Serial No. 219).
Mayes, L. C, Klin, A., Tercyak, K. P., Jr., Ciccetti, D. V., & Cohen, D. J. (1996). Test-retest reliability for false-belief tasks. Journal of Child and Adolescent Psychiatry, 37, 313-319.
McDowell, D. J., & Parke, R. D. (2000). Differential knowledge of display rules for positive and negative emotions: Influences from parents, influences on peers. Social Development, 9, 415-443.
McEvoy, M. A., Estrem, T. L., Rodriguez, M. C., & Olson, M. L. (2003). Assessing relational and physical aggression among preschool children: Inter-method agreement. Topics in Early Childhood Special Education, 23, 53-63.
McNeilley-Choque, M. K., Hart, C. H., Robinson, C. C., Nelson, L. J., & Olsen, S. F. (1996). Overt and relational aggression on the playground: Correspondence among different informants. Journal of Research in Childhood Education, 11, 47-67.
Merrell, K. W., Buchanan, R., & Tran, O. K. (2006). Relational aggression in children and adolescents: A review with implications for school settings. Psychology in the Schools, 43, 345–360.
Michalson, L., & Lewis, M. (1985). What do children know about emotions and when do they know it? In M. Lewis & C. Saarni (Eds.), The socialization of emotions (pp. 117-140). NY: Plenum Press
Miller, C. A. (2006). Developmental relationships between language and theory of mind. American Journal of Speech-Language Pathology, 15, 142–154.
Minde, K. (1992). Aggression in preschoolers: Its relation to socialization. Journal of the American Academy of Child and Adolescent Psychiatry, 31, 853-862.
Misailidi, P. (2006). Young children’s display rule knowledge: Understanding the distinction between apparent and real emotions and the motives underlying the use of display rules. Social Behavior and Personality, 34, 1285-1296.
Monks, C. P., Smith, P. K., & Swettenham, J. (2005). Psychological correlates of peer victimisation in preschool: Social cognitive skills, executive function and attachment profiles. Aggressive Behavior, 31, 571-588.
Neal, J. W. (2007). Why social networks matter: A structural approach to the study of relational aggression in middle childhood and adolescence. Child and Youth Care Forum, 36, 195-211.
Nelson, D. A., Hart, C. H., Yang, C., Olsen, J. A., & Jin, S. (2006). Aversive parenting in China: Associations with child physical and relational aggression. Child Development, 77, 554–572.
Nelson, D. A., Mitchell, C. & Yang, C. (2008). Intent attributions and aggression: A study of children and their parents. Journal of Abnormal Child Psychology, 36, 793–806.
Nelson, D. A., Robinson, C. C., & Hart, C. H. (2005). Relational and physical aggression of preschool-age children: Peer status linkages across informants. Early Education and Development, 16, 115-140.
Nelson, K. (1996). Language in cognitive development. New York, NY: Cambridge University Press.
Newcomb, A. E, Bukowski, W. M., & Pattee, L. (1993). Children's peer relations: A meta-analytic review of popular, rejected, neglected, controversial, and average sociometric status. Psychological Bulletin, 113, 99-128.
Orobio de Castro, B. M., Veerman, J. W., Koops, W., Bosch, J. D., & Monshouwer, H. J. (2002). Hostile attribution of intent and aggressive behavior: A meta-analysis. Child Development, 73, 916–934.
Ostrov, J. M., & Crick, N. R. (2007). Forms and functions of aggression during farly childhood: A short-term longitudinal study. School Psychology Review, 26, 22-43.
Ostrov, J. M., & Keating, C. F. (2004). Gender differences in preschool aggression during free play and structured interactions: An observational study. Social Development, 13, 255-277.
Ostrov, J. M., Ries, E. E., Stauffacher, K., Godleski, S. A., & Mullins, A. D. (2008). Relational aggression, physical aggression and deception during early childhood: A multimethod, multi-informant short-term longitudinal study. Journal of Clinical Child & Adolescent Psychology, 37, 1-12.
Ostrov, J. M., Woods, K., Jansen, E., Casas, J., & Crick, N. R. (2004). An observational study of delivered and received aggression, gender, and social-psychological adjustment in preschool: ‘This White Crayon Doesn’t Work…’. Early Childhood Research Quarterly, 19, 355-371.
Paquette, J. A., & Underwood, M. (1999). Gender differences in young adolescents’ experiences of peer victimization: Social and physical aggression. Merrill-Palmer Quarterly, 45, 233-258.
Parke, R. D., & Slaby, R. G. (1983). The development of aggression. In E. M. Hetherington (Ed.), P. H. Mussen (Series Ed.), Handbook of child psychology: Vol. 4. Socialization, personality, and social development (pp. 547-642). New York: Wiley.
Perner, J., & Wimmer, H. (1985). "John thinks that Mary thinks that. . .": Attribution of second-order beliefs by 5- to 10-year-old children. Journal of Experimental Child Psychology, 39, 437-471.
Perner, J., Leekam, S. R., & Wimmer, H. (1987). Three-year olds' difficulty with false belief: The case for a conceptual deficit. British Journal of Developmental Psychology, 5, 125-137.
Peterson, C. C., & Siegal, M. (2002). Mindreading and moral awareness in popular and rejected preschoolers. British Journal of Developmental Psychology, 20, 205-224.
Pons, F., Lawson, J., Harris, P. L. & de Rosnay, M. (2003). Individual differences in children’s emotion understanding: Effects of age and language. Scandinavian Journal of Psychology, 44, 347-353.
Premack, D., & Woodruff, G.. (1978). Does the chimpanzee have a ‘theory of mind’? Behavioral and Brain Sciences, 4, 515-526.
Prinstein, M. J., & Cillessen, A. H. N. (2003). Forms and functions of adolescent peer aggression associated with high levels of peer status. Merrill-Palmer Quarterly, 49, 310–342.
Puckett, M. B., Aikins, J. W., & Cillessen, A. H. N. (2008). Moderators of the association between relational aggression and perceived popularity, Aggressive Behavior, 34, 563–576.
Rajkumar, A. P., Yovan, S., Raveendran, A. L., & Russell, P. S. S. (2008). Can only intelligent children do mind reading: The relationship between intelligence and theory of mind in 8 to 11 years old. Behavioral and Brain Functions, 4, 51-58.
Raver, C. C., & Zigler, E. F. (1997). Social competence: An untapped dimension in evaluating Head Start’s success. Early Childhood Research Quarterly, 12, 363-385.
Reichenbacfi, L., & Masters, J. (1983). Children's use of expressive and contextual cues in judgments of emotion. Child Development, 54, 993-1004.
Renouf, A., Brendgen, M., Parent, S., Vitaro, F., Zelazo, P. D., Boivin, M., et al. (2010a). Relations between theory of mind and indirect and physical aggression in kindergarten: Evidence of the moderating role of prosocial behaviors. Social Development, 19, 535-555.
Renouf, A., Brendgen, M., Séguin, J. R., Vitaro, F., Boivin, M., Dionne, G., et al. (2010b). Interactive links between theory of mind, peer victimization, and reactive and proactive aggression. Journal of Abnormal Child Psychology, 38, 1109-1123.
Resches, M., & Pereira, M. P. (2007). Referential communication abilities and Theory of Mind development in preschool children. Journal of Child Language, 34, 21-52.
Rickel, A. U., Eshelman, A. K., & Loigman, G. A. (1983). Social problem solving training: A follow-up study of cognitive and behavioral effects. Journal of Abnormal Child Psychology, 11, 15-28.
Rose, A. J., Swenson, L. P., & Waller, E. M. (2004). Overt and relational aggression and perceived popularity: Developmental differences in concurrent and prospective relations. Developmental Psychology, 40, 378–387.
Rose-Krasnor, L. (1997). The nature of social competence: A theoretical view. Social Development, 6, 111-135.
Ruffman, T., Slade, L., Rowlandson, K., Rumsey, C., & Garnham, A. (2003). How language relates to belief, desire, and emotion understanding. Cognitive Development, 18, 139-158.
Russell, A., Hart, C. H., Robinson, C., & Olsen, S. F. (2003). Children’s sociable and aggressive behavior with peers: A comparison of the U.S. and Australia, and contributions of temperament and parenting styles. International Journal of Behavioral Development, 27, 74-86.
Rys, G. S., & Bear, G. C. (1997). Relational aggression and peer relations: Gender and developmental issues. Merrill-Palmer Quarterly, 43, 87-106.
Saarni, C. (1984). An observational study of children's attempts to monitor their expressive behavior. Child Development, 55, 1504-1513.
Saarni, C. (1990). Emotional competence: How emotions and relationships become integrated. In R. A. Thompson (Ed.), Socioemotional development (pp. 115-182). Lincole: University Press.
Saarni, C. (1999). The Development of Emotional Competence. New York Guildford Press.
Salmivalli, C., Kaukiainen, A., & Lagerspetz, K. (2000). Aggression and sociometric status among peers: Do gender and type of aggression matter? Scandinavian Journal of Psychology, 41, 17–24.
Schwartz, D., McFayden-Ketchum, S., Dodge, K.A., Pettit, G. S., & Bates, J. E. (1999). Early behavior problems as a predictor of later peer group victimization: Moderators and mediators in the pathways of social risk. Journal of Abnormal Child Psychology, 27, 191-201.
Sebanc, A. M. (2003). The friendship features of preschool children: Links with prosocial behavior and aggression. Social Development, 12, 249-268.
Shaffer, D. R. (2009). Social and Personality Development (6th ed.). Belmont, CA: Australia: Wadsworth.
Shaver, P., Schwartz, J., O'Gonnor, G., & Kirson, D. (1987). Emotion knowledge: Further explorations of a prototype approach. Journal of Personality and Social Psychology, 52, 1016-1086.
Shields, A., & Cicchetti, D. (1998). Reactive aggression among maltreated children: The contributions of attention and emotion dysregulation. Journal of Clinical Child Psychology, 27, 381-395.
Simmons, R. (2002). Odd girl out: The hidden culture of aggression in girls. New York: Harcourt.
Slaughter, V., Dennis, M. J., & Pritchard, M. (2002). Theory of mind and peer acceptance in preschool children. British Journal of Developmental Psychology, 20, 545-564.
Slomkowski, C., & Dunn, J. (1996). Young children’s understanding of other people’s beliefs and feelings and their connected communication with friends. Developmental Psychology, 32, 442-447.
Smith, M. (2001). Social and emotional competencies: Contributions to young African-American children’s peer acceptance. Early Education and Development, 12, 49-72.
Stein, N. L., & Levine, L. J. (1989). The causal organization of emotional knowledge: A developmental study. Cognition and Emotion, 3, 343-378
Stevenson, J., Richman, N., & Graham, P. (1985). Behavior problems and language abilities at three years and behavior deviance at eight years. Child Psychology and Psychiatry, 16, 215-230.
Strayer, J., & Roberts, W. (2004). Empathy and observed anger and aggression in five-year-olds. Social Development, 13, 1-13.
Sutton, J., Smith, P. K., & Swettenham, J. (1999a). Social cognition and bullying: Social inadequacy or skilled manipulation? British Journal of Developmental Psychology, 17, 435-450.
Sutton, J., Smith, P. K., & Swettenham, J. (1999b). Bullying and ‘theory of mind’: A critique of the ‘social skills deficit’ view of anti-social behaviour. Social Development, 8, 117–134.
Tager-Flusberg, H., & Sullivan, K. (2000). A componential view of theory of mind: Evidence from Williams syndrome. Cognition, 76, 59-89.
Taylor, M. (1996). A theory of mind perspective on social cognitive development. In E. C. Carterette & M. P. Friedman (Series Eds.), R. Gelman & T. Au (Eds.), Handbook of perception and cognition: Vol.13. Perceptual and cognitive development (pp. 283–329). New York: Academic Press.
Tomada, G.., & Schneider, B. H. (1997). Relational aggression, gender, and peer acceptance: Invariance across culture, stability over time, and concordance among informants. Developmental Psychology, 33, 601-609.
Tremblay, R. E. (2002). Development of physical aggression from early childhood to adulthood. In Tremblay, R. E., Barr, R. G., & Peters, R. (Eds.). Encyclopedia on Early Childhood Development (online). Montreal, Quebec: Center of Excellence for Early Childhood Development. Accessed 09-15-07. http://www.excellence-earlychildhood.ca/documents/ TremblayANGxp.pdf.
Tremblay, R. E. (2004). The development of human physical aggression: How important is early childhood? In L. A. Leavitt & D. M. B. Hall (Eds.), Social and moral development: Emerging evidence on the toddler years (pp. 221–38). Brunswick, NJ: Johnson & Johnson Pediatric Institute.
Tremblay, R. E., Nagin, D. S., Séguin, J. R., Zoccolillo, M., Zelazo, P. D., Boivin, M., et al. (2005). Physical aggression during early childhood: Trajectories and predictors. Canadian Child and Adolescent Psychiatry Review, 14, 3–9.
Underwood, M. K. (1997). Peer social status and children’s understanding of the expression and control of positive and negative emotions. Merrill-Palmer Quarterly, 43, 610–634.
Underwood, M. K., Coie, J. D., & Herbsman, C. R. (1992). Display rules for anger and aggression in school-age children. Child Development, 63, 366-380.
Vaillancourt, T., Miller, J. L., Fagbemi, J., Cote, S., & Tremblay, R. E. (2007). Trajectories and predictors of indirect aggression: Results from a nationally representative longitudinal study of Canadian children aged 2-10. Aggressive Behavior, 33, 314-326.
Völlm, B. A., Taylor, A. N., Richardson, P., Corcoran, R., Stirling, J., McKie, S., Deakin, J. F., & Elliott, R. (2006). Neuronal correlates of theory of mind and empathy mind and empathy: A functional magnetic resonance imaging study in a nonverbal task. Neuroimage, 29, 90-98.
Walden, T. A., & Field, T. M. (1990). Preschool children’s social competence and production and discrimination of affective expressions. British Journal of Developmental Psychology, 8, 65-76.
Wang, Q. (2003). Emotion situation knowledge in American and Chinese preschool children and adult. Cognition and Emotion, 17, 725-746.
Wang, Q., Hutt, R., Kulkofsky, S., McDermott, M., & Wei, R. (2006). Emotion situation knowledge and autobiographical memory in Chinese, immigrant Chinese, and European American 3-year-olds. Journal of Cognition and Development, 1, 95–118.
Watson, A. C., Nixon, C. L., Wilson, A., & Capage, L. (1999). Social interaction skills and theory of mind in young children. Developmental Psychology, 35, 386-391.
Weimer, A. A., & Guajardo, N. R. (2005). False belief, emotion understanding, and social skills among Head Start and non-Head Start children. Early Education and Development, 16, 341-366.
Wellman, H. M., & Bartsch, K. (1988). Young children's reasoning about beliefs. Cognition, 30, 239-277.
Wellman, H. M., Cross, D., & Watson, J. (2001). Meta-analysis of theory of mind development: The truth about false belief. Child Development, 72, 655-684.
White, S., Hill, E., Happé, F., & Frith, U. (2009). Revisiting the Strange Stories: Revealing mentalizing impairments in autism. Child Development, 80, 1097-1117.
Widen, S. C., & Russell, J. A. (2003). A closer look at preschoolers’ freely produced labels for facial expressions. Developmental Psychology, 39, 114–128.
Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children's understanding of deception. Cognition, 3, 103-128.
Xie, H., Farmer, T. W., & Cairns, B. D. (2003). Different forms of aggression among inner-city African–American children: Gender, configurations, and school social networks. Journal of School Psychology, 41, 355-375.
Yeung, R. S., & Leadbeater, B. J. (2007). Does hostile attributional bias for relational provocations mediate the short-term association between relational victimization and aggression in preadolescence? Journal of Youth and Adolescence, 36, 973–983.