Effortful control in early childhood: continuity and change, antecedents, and implications for social development.
By G. Kochanska, Kathleen T. Murray, Elena Harlan. Developmental Psychology, 2000
2,031 citations recorded by the source corpus.
Subfields: Clinical Psychology, Education, Pharmacy
View Paper: https://www.semanticscholar.org/paper/d396449636c4a4a058938388087312e59ba6c570
How researchers see this paper
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In Clinical Psychology
- Megan M. McClelland
- M. Rothbart
- Andrea Campbell
- Clancy Blair
- Stephanie M. Carlson
- Michael I. Posner
- Steinunn Gestsdottir
- M. R. Rueda
In Education
- Megan M. McClelland
- F. Morrison
- Claire E. Cameron
- Steinunn Gestsdottir
- Mark T. Greenberg
- Clancy Blair
- Stephanie M. Carlson
- Carol McDonald Connor
In Pharmacy
- M. Rothbart
- Stephanie M. Carlson
- Andrea Campbell
- Michael I. Posner
- M. R. Rueda
- Tiffany Wang
- Bradley Olson
- D. McAdams
Citations in the corpus
- Socioemotional Selectivity Theory and the Regulation of Emotion in the Second Half of Life (2003, background): “Emotion regulation in childhood has been conceptualized and studied as a developmental process by both clinical and developmental researchers (Rothbart, 1994; Kochanska, Murray, & Harlan, 2000; Shields, Ryan, & Cichetti, 2001).”
- Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program (2008, background): “Adult responses to child emotional arousal may be particularly important, as supportive adult responses may promote emotional understanding and provide the child with external regulation that can be imitated and internalized (Havighurst, Harley, & Prior, 2004; Kochanska et al., 2000).”
- Temperament, Attention, and the Development of Self‐Regulation (2008, background): “Effortful control plays an important role in the development of conscience, with internalized conscience greater in children high in effortful control (Kochanska, Murray, Jacques, Koenig, & Vandegeest, 1996; Kochanska, Murray, & Coy, 1997; Kochanska et al., 2000).”
- Temperament, environment, and antisocial behavior in a population sample of preadolescent boys and girls (2006, background): “If the efforts to reach a goal do not succeed, the situation involves loss, and the irritation and anger associated with blocked goals renders highly-frustrated children prone to externalizing (Caspi et al., 1995; Kochanska et al., 2000; Rothbart & Putnam, 2002).”
- Developmentally Sensitive Measures of Executive Function in Preschool Children (2005, background): “Multilocation Search was least difficult, followed by Gift Delay (bow), Shape Stroop, Snack Delay, and Reverse Categorization (most difficult).”
- The Development of Mentalisation in Children From a Theory of Mind Perspective (2010, result): “This conclusion is supported by their findings that attentional control in early infancy is concurrently related to better-regulated negative emotionality ( Kochanska et al, 1998 ) and predicted later effortful control at 22 months ( Kochanska, Murray, and Harlan, 2000 ).”
- High self-control predicts good adjustment, less pathology, better grades, and interpersonal success. (2004, methodology): “Kochanska, Murray, and Harlan (2000) found that the capacity for effortful control among young children (33 months), assessed with a comprehensive behavioral battery incorporating multiple tasks, was correlated with the ability to control anger.”
- Temperament theory and the study of cognition-emotion interactions across development (2007, background): “In contrast, high levels of effortful control and executive functioning tend to be associated with positive developmental outcomes including the development of empathy and conscience (Eisenberg, 2000; Kochanska, 1997; Kochanska et al., 2000).”
- Executive function in the first three years of life: precursors, predictors and patterns (2016, background): “that as children age, the coherence of effortful control activities increases (Kochanska et al., 2000), perhaps due to increasing stability in an underlying EF factor common to all task types (i.”
- Early Intervention and the Development of Self-Regulation (2002, background): “Kochanska and colleagues (Kochanska et al., 1996; Kochanska, Murray, and Coy, 1997; Kochanska, Murray, and Harlan, 2000), in two large, longitudinal studies, found that individual differences in effortful control were relatively stable from 30 months, suggesting that it may indeed be one of the…”