The contribution of inhibitory control to preschoolers' social–emotional competence

Rhoades, Brittany L.; Greenberg, Mark T.; Domitrovich, Celene E.

doi:10.1016/j.appdev.2008.12.012

Cited by 240 publications

(229 citation statements)

References 73 publications

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“…The pair competed again for the valuable toy and new hierarchies emerged. Because dominance and empathy in preschool children have been related to cognitive functions (50,51), and prosocial behavior often depends on moral reasoning (52), we measured the ability to inhibit dominant responses and moral reasoning. To measure helping behavior, children were given five stickers and asked if they wished to donate any of these stickers to a child who was in the hospital and had no stickers (52).…”

Section: Studymentioning

confidence: 99%

Social status modulates prosocial behavior and egalitarianism in preschool children and adults

Guinote

Cotzia

Sandhu

et al. 2015

Proc. Natl. Acad. Sci. U.S.A.

157

151

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Humans are a cooperative species, capable of altruism and the creation of shared norms that ensure fairness in society. However, individuals with different educational, cultural, economic, or ethnic backgrounds differ in their levels of social investment and endorsement of egalitarian values. We present four experiments showing that subtle cues to social status (i.e., prestige and reputation in the eyes of others) modulate prosocial orientation. The experiments found that individuals who experienced low status showed more communal and prosocial behavior, and endorsed more egalitarian life goals and values compared with those who experienced high status. Behavioral differences across high-and low-status positions appeared early in human ontogeny (4-5 y of age).social status | social hierarchies | altruism | prosocial behavior

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Section: Studymentioning

confidence: 99%

Social status modulates prosocial behavior and egalitarianism in preschool children and adults

Guinote

Cotzia

Sandhu

et al. 2015

Proc. Natl. Acad. Sci. U.S.A.

157

151

View full text Add to dashboard Cite

show abstract

“…Espy, Sheffield, Wiebe, Caron, & Moehr, 2011); and by studies demonstrating that inhibition capacities were positively related to socially appropriate behaviors (e.g. Rhoades, Greenberg, & Domitrovich, 2009). …”

Section: Child Risk Factorsmentioning

confidence: 99%

When there seem to be no predetermining factors: Early child and proximal family risk predicting externalizing behavior in young children incurring no distal family risk

Roskam¹,

Meunier²,

Stiévenart³

et al. 2013

Research in Developmental Disabilities

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Externalizing behavior (EB) is characterized by agitation, opposition, aggression, provocation, negative thoughts and transgression of social norms (Achenbach & Rescorla, 2000). A certain level of EB is considered to be typical in preschoolers (Wakschlag et al., 2007). But persistent high levels of EB were found in subgroups of children (e.g. Calkins, Blandon, Williford, & Keane, 2007). Research has tried to identify risk factors that potentially increase the likelihood of EB. Based on the work of key leaders in this topic, Loeber and Farrington (2000) established a list according to several ecological levels, i.e. child, family, school, peer and neighborhood factors. The relations between child and family factors and EB have especially been documented in young children, while the potential contribution of school, peer and neighborhood factors was more specific in the prediction of school age children's and adolescents' EB. The current research examines the impact of two single risk factors at the child level, i.e. personality and inhibition capacities, and two single risk factors at the family level, i.e. attachment and parenting, and the impact of their cumulative effect on young children's EB incurring no distal family risk. We first review studies documenting the relations between children's EB and each of the four risk factors at the child and family levels. Second, we document research into cumulative risk with EB as an outcome. The main objective of the current study was to examine the impact of two child risk factors, i.e. personality and inhibition, and two proximal family risk factors, i.e. parenting and attachment, and the impact of their cumulative effect on later externalizing behavior among young children incurring no distal family risk. Data were collected in a longitudinal two-wave design from 161 non-referred and referred children aged three to five years at the onset of the study. All of the children were raised in families of middle to high socioeconomic status, i.e. their parents were educated to a middle to high level, had access to the job market and lived together as couples. The four risk domains were assessed at the onset of the study, while EB was rated both at the onset of the study and in the 24-month follow-up. Results confirmed that the four risk domains were each both correlates of EB and efficient at discriminating non-referred from referred children; that their combination regardless of their content (cumulative risk) provided a strong prediction of both later EB and non-referred vs referred sample membership. The results are discussed both for research and clinical purposes. ß

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“…It could be that stress (socio-emotional state) and uncertainty make the transition to school even more troublesome for some students (Rhoades, Greenberg, & Domitrovich, 2009). Because teachers and students are working together in community, the needs of the entire classroom are affected when students' behaviour is maladaptive.…”

Section: Questionsmentioning

confidence: 99%

“…This stress has been mounting in recent years as there has been "… an increase over the last ten years of behaviour problems " . It is imperative to discuss these aspects of self-regulatory behaviour and the students' role in readiness for school as well as their ability to not only cope behaviorally in school, but also develop academically (Rhoades, Greenberg, & Domitrovich, 2009).…”

Section: Questionsmentioning

confidence: 99%

Effect of Self-Regulating Behaviour on Young Children’s Academic Success

Riva¹,

Ryan²

2015

International Journal of Early Childhood Special Education

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The contribution of inhibitory control to preschoolers' social–emotional competence

Cited by 240 publications

References 73 publications

Social status modulates prosocial behavior and egalitarianism in preschool children and adults

Social status modulates prosocial behavior and egalitarianism in preschool children and adults

When there seem to be no predetermining factors: Early child and proximal family risk predicting externalizing behavior in young children incurring no distal family risk

Effect of Self-Regulating Behaviour on Young Children’s Academic Success

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