東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Emotion regulation and executive fun...

Vithlani, Parita P.

Linked to FindBook

Google Book

Amazon

博客來

Emotion regulation and executive functioning as predictors of theory of mind competence during early childhood.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Emotion regulation and executive functioning as predictors of theory of mind competence during early childhood./
Author:	Vithlani, Parita P.
Description:	68 p.
Notes:	Source: Masters Abstracts International, Volume: 48-05, page: 3204.
Contained By:	Masters Abstracts International48-05.
Subject:	Psychology, Developmental. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1476249
ISBN:	9781109774221

Emotion regulation and executive functioning as predictors of theory of mind competence during early childhood.
Vithlani, Parita P.

Emotion regulation and executive functioning as predictors of theory of mind competence during early childhood. - 68 p.

Source: Masters Abstracts International, Volume: 48-05, page: 3204.

Thesis (M.A.)--The University of North Carolina at Greensboro, 2010.

The linkage between emotion regulation (ER) skills and executive functioning (EF) abilities as predictors of theory of mind skills (ToM) was examined. 263 3.5-year-old children that participated in an on-going longitudinal study were administered various executive function, emotion regulation, and theory of mind tasks; maternal reports of emotion regulation abilities were also obtained. It was predicted that children who score higher on ER measures will better be able to perform on EF tasks and in turn have a superior ToM ability; superior EF skills would mediate the relation between ER skills and ToM abilities. Results showed no relationship between ER, EF, and ToM after controlling for demographic variables such as maternal education, race, language, gender, and maternal marital status; the mediation hypothesis was not supported. But associations between some EF tasks and ToM tasks were found. Results are discussed in terms of limitations and possible implications for supporting the development of cognitive, regulatory, and social skills in young children.

ISBN: 9781109774221Subjects--Topical Terms:

1017557
Psychology, Developmental.

Emotion regulation and executive functioning as predictors of theory of mind competence during early childhood.
LDR:02100nam 2200301 4500 001 1402543
005 20111102140029.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781109774221
035 $a (UMI)AAI1476249
035 $a AAI1476249
040 $a UMI $c UMI
100 1 $a Vithlani, Parita P. $3 1681740
245 1 0 $a Emotion regulation and executive functioning as predictors of theory of mind competence during early childhood.
300 $a 68 p.
500 $a Source: Masters Abstracts International, Volume: 48-05, page: 3204.
500 $a Adviser: Susan D. Calkins.
502 $a Thesis (M.A.)--The University of North Carolina at Greensboro, 2010.
520 $a The linkage between emotion regulation (ER) skills and executive functioning (EF) abilities as predictors of theory of mind skills (ToM) was examined. 263 3.5-year-old children that participated in an on-going longitudinal study were administered various executive function, emotion regulation, and theory of mind tasks; maternal reports of emotion regulation abilities were also obtained. It was predicted that children who score higher on ER measures will better be able to perform on EF tasks and in turn have a superior ToM ability; superior EF skills would mediate the relation between ER skills and ToM abilities. Results showed no relationship between ER, EF, and ToM after controlling for demographic variables such as maternal education, race, language, gender, and maternal marital status; the mediation hypothesis was not supported. But associations between some EF tasks and ToM tasks were found. Results are discussed in terms of limitations and possible implications for supporting the development of cognitive, regulatory, and social skills in young children.
590 $a School code: 0154.
650 4 $a Psychology, Developmental. $3 1017557
650 4 $a Psychology, General. $3 1018034
690 $a 0620
690 $a 0621
710 2 $a The University of North Carolina at Greensboro. $b College of Arts & Sciences: Psychology. $3 1681739
773 0 $t Masters Abstracts International $g 48-05.
790 1 0 $a Calkins, Susan D., $e advisor
790 1 0 $a O'Brien, Marion $e committee member
790 1 0 $a Marcovitch, Stuart $e committee member
790 $a 0154
791 $a M.A.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1476249