Understanding Others, and Individual Differences in Friendship Interactions in Young Children

By J. Dunn, A. Cutting. 2001

308 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/11b1949b55a6be5462f5cce30f5d0a7bbf6b54f2

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In Clinical Psychology

In Education

Citations in the corpus

Conversations with siblings and with friends : Links between relationship quality and social understanding (2006, background): “For instance, in his seminal research on young friends, Gottman argued that shared pretend play was a core feature of the relationship between young friends (Gottman, 1983), and more recent research has demonstrated that frequency of friends’ shared pretend is correlated with the quality of the rela”
Emotions and social development in childhood (2011, background): “Understanding of emotions and others’ minds is related to four-year-olds’ positive interaction with friends—both child and friends’ emotion knowledge contribute to cooperative shared pretend, low frequency of conflict, and successful communication (Dunn & Cutting, 1999).”
Teaching emotion understanding (2002, background): “Dunn and Cutting (1999) found a significant, positive relation between 4-year-olds’ understanding of emotion and the quality of their play with a close friend (good co-operation, efficient communication).”
Connections between Temperament and Social Development: A Review (2004, background): “Dunn and Cutting (1999), using a sample of preschoolers, investigated concurrent relationships between temperament and the quality of interactions with a friend.”
Social-Emotional Competence as Support for School Readiness: What Is It and How Do We Assess It? (2006, unknown): “…usefulness in predicting later emotion knowledge and social competence (Brown & Dunn, 1996; Cutting & Dunn, 2002; Dunn & Brown, 1994; Dunn, Brown, & Maguire, 1995; Dunn & Cutting, 1999; Dunn & Herrera, 1997; Kuersten-Hogan, 1998; Miller, Gouley, Seifer, Dickstein, & Shields, 2004; Smith, 2001).”
Pretend Play as Twin Earth: A Social-Cognitive Analysis☆ (2001, background): “…that entail other people, real or imagined, are usually the very ones that are correlated with passing theory of mind tasks (Astington & Jenkins, 1995; Dunn & Cutting, 1999; Hughes & Dunn, 1997; Lalonde & Chandler, 1995; Schwebel et al., 1999; Taylor & Carlson, 1997; Youngblade & Dunn, 1995).”
What are the Links Between Theory of Mind and Social Relations? Review, Reflections and New Directions for Studies of Typical and Atypical Development (2004, background): “Consistent with this view, emotion understanding in pre-schoolers is significantly associated with empathy (Zahn-Waxler et al., 1992), positive peer relations (Dunn & Cutting, 1999), and the use of socially prescribed rules for controlling emotional displays (Harris, 1989, 1994).”
Theory of Mind: a Hidden Factor in Reading Comprehension? (2018, background): “…evidence, it would suggest that ToM development must be supported throughout early and middle childhood, especially for children from low SES backgrounds who are more likely to fall behind in both reading comprehension and ToM (Dunn and Cutting 1999; Pears and Moses 2003; Shatz et al. 2003).”