Talking Yourself Out of Being Shy: Shyness, Expressive Vocabulary, and Socioemotional Adjustment in Preschool

By Robert J. Coplan, Mandana Armer. 2005

117 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/ae844e7b8d53976e4e78b0df6837fa26822b6404

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In Clinical Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Emotion Regulation, Language Ability, and the Stability of Preschool Children's Peer Play Behavior (2009, unknown): “Prior research examining expressive language and social interactions has shown a significant relation between the two constructs ( Coplan & Armer, 2005 ).”
Social Withdrawal in Childhood (2009, unknown): “Coplan and Armer (2005) found that the relation between shyness and indices of school maladjustment were significantly reduced at higher levels of expressive language.”
A “Multitude” of Solitude: A Closer Look at Social Withdrawal and Nonsocial Play in Early Childhood (2007, background): “One of these buffers against negative outcomes appears to be language ability, including increased verbal IQ (Asendorpf, 1994) and expressive vocabulary skills (Coplan & Armer, 2005).”
The Stresses of a “Brave New World”: Shyness and School Adjustment in Kindergarten (2008, background): “Results from several studies indicate that various language skills appear to serve a protective role for shy children, including verbal IQ (Asendorpf, 1994), expressive vocabulary skills (Coplan & Armer, 2005), and pragmatic language (Weeks & Coplan, 2007).”
Shyness, teacher-child relationships, and socio-emotional adjustment in grade 1 (2010, background): “In terms of individual child characteristics, Coplan and colleagues (e.g., Coplan & Armer, 2005; Coplan & Weeks, 2009) have reported evidence of a protective role for language skills (i.e., expressive vocabulary, pragmatics) in the social adjustment of young shy children.”
Relationships Between Teachers and Preschoolers Who Are At Risk: Contribution of Children's Language Skills, Temperamentally Based Attributes, and Gender (2008, background): “Such temperamentally based tendencies can cause difficulty for children in their efforts to develop social skills ( Coplan, Gavinski-Molina, Lagace-Seguin, & Wichmann, 2001 ) and can result in anxiety and other school adjustment problems ( Coplan & Armer, 2005 ).”