Constructing Emotional and Relational Understanding: The Role of Affect and Mother-Child Discourse

By D. Laible, J. Song. 2006

154 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9d58fa978c57a767d27ed6fb4934bbe628cbbd44

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Citations in the corpus

The parent advantage in fostering children's e-book comprehension (2018, methodology): “Based on research by Beatty et al. (2011), Dodici and Draper (2001), and Laible and Song (2006), videos were coded with five global Likert scale ratings (ranging from 1 to 5).”
Infant and Early Childhood Exposure to Adult-Directed and Child-Directed Television Programming: Relations with Cognitive Skills at Age Four (2010, background): “Higher parental involvement with a child is generally associated with better cognitive and executive functioning outcomes for children (e.g., Laible & Song, 2006).”
Parental Co-Use of Media Technology with their Young Children in the USA (2015, background): “The research on joint book reading has explored the types of parent– child verbal interaction that occurs during reading (e.g., Haden et al., 1996; Laible & Song, 2006; Reese & Cox, 1999).”
Does It Matter if Preschool Children and Mothers Discuss Positive vs. Negative Events During Reminiscing? Links with Mother-reported Attachment, Family Emotional Climate, and Socioemotional Development (2011, methodology): “The affective exchange during each reminiscing task was coded using a scheme adapted from Gini, Oppenheim, and Sagi (2003) (see also Laible & Song, 2006).”
Maternal reminiscing, elaborative talk, and children’s theory of mind: An intervention study (2013, background): “…about past mental states, especially past negative emotional states, have children with better socioemotional skills (Laible, 2004a, 2004b; Laible & Song, 2006; Laible & Thompson, 2000; van Bergen, Salmon, Dadds, & Allen, 2009), a more integrated self-concept (Bird & Reese, 2006), and…”