The influence of a friend's perspective on American Indian children's recall of previously misconstrued events.

Abstract

The ability of American Indian children (N = 99; 7-12 years of age) to reframe a memory of a friend's seemingly mean-spirited actions (Story 1) after hearing the friend's perspective detailing her/his good intentions (Story 2) was explored. Children in a control group heard an unrelated Story 2 and did not alter their retelling of Story 1. Good verbal skills facilitated the integration of the friend's perspective in memory for the children who heard the friend's explanation. Higher scores on the working memory and inhibition tasks were associated with higher verbal ability scores. Older children had better working memory and inhibitory skills than younger children. Cultural engagement predicted better social competence ratings but not higher memory reframing scores as predicted.

How Preschoolers' Social-Emotional Learning Predicts Their Early School Success: Developing Theory-Promoting, Competency-Based Assessments

“…For the outer model, PLS estimates LVs based on the shared variance of the manifest variables, using principal components weights of the manifest variables. As such, each indicator varies in how much it contributes to the LV, resulting in the best possible combination of weights for predicting the LV while accounting for all manifest variables, a distinct advantage of the method (Tsethlikai, ). Thus, the variance shared by the manifest measures is taken as a single index of the LV.…”

“…This method, which is becoming more widely known by developmentalists (e.g., Brody, Stoneman, & McCoy, 1994;Bronstein, Ginsburg, & Herrera, 2005;Cowan, Cohn, Cowan, & Pearson, 1996;Davies & Cummings, 1998;Denham et al, 2003;Denham, Blair et al, 2002;Isley, O'Neil, Clatfelter, & Parke, 1999;Marjoribanks, 1997;Tsethlikai, 2010Tsethlikai, , 2011, also allows exploration of hypothesized relations among constructs without some of the restrictions of LISREL structural modelling techniques. In particular, PLS is appropriate for use with relatively small groups of participants, although it does require a reasonable LV: participant ratio (e.g., 10 times the number of manifest variables for the LV with the largest number of manifest variables, or 10 times the largest number of paths directed at an LV; Henseler, Ringle, & Sinkovics, 2009).…”

The Cultural Patterning of Cognitive Development

“…Of primary concern to my work in indigenous communities in the United States is the impact that colonization and cultural genocide have had on indigenous children's learning. My research explores what happens to children's learning when the rich intellectual heritage that has evolved across generations is main- Color version available online tained rather than replaced by Western ways of teaching [e.g., Tsethlikai, 2010Tsethlikai, , 2011Tsethlikai & Rogoff, 2013]. As cited by Allen and Lalonde, my work has found that American Indian children who are actively culturally engaged are more likely to learn through watching others and listening in on activities even when they are not directly involved [Tsethlikai & Rogoff, 2013].…”

Relations between executive function and emotionality in preschoolers: Exploring a transitive cognition–emotion linkage

“…For the outer model, PLS estimates latent variables (LVs) based on the shared variance of the manifest variables, using principal components weights of the manifest variables. As such, each indicator varies in how much it contributes to the LV, resulting in the best possible combination of weights for predicting the LV while accounting for all manifest variables, a distinct advantage of the method (Tsethlikai, 2010). …”

“…This method, which is becoming more widely known by developmentalists (e.g., Brody et al, 1994; Cowan et al, 1996; Marjoribanks, 1997; Davies and Cummings, 1998; Isley et al, 1999; Denham et al, 2002, 2003; Bronstein et al, 2005; Tsethlikai, 2010, 2011), also allows exploration of hypothesized relations among constructs without some of the restrictions of LISREL structural modeling techniques. In particular, PLS is appropriate for use with relatively small groups of participants, although it does require a reasonable LV: participant ratio (e.g., 10 times the number of manifest variables for the LV with the largest number of manifest variables, or 10 times the largest number of paths directed at a LV; Henseler et al, 2009).…”