Shy and soft‐spoken: shyness, pragmatic language, and socio‐emotional adjustment in early childhood

By Robert J. Coplan, M. Weeks. 2009

158 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e0e95135a258d2d31802b3a3790e32cdab9cc763

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. M. Weeks
2. Robert J. Coplan
3. Kimberley A. Arbeau
4. Julie C. Bowker
5. Kenneth H. Rubin

In Developmental and Educational Psychology

1. Robert J. Coplan
2. Kimberley A. Arbeau

In Education

1. M. Weeks
2. Robert J. Coplan
3. Kimberley A. Arbeau
4. Julie C. Bowker
5. Kenneth H. Rubin

Citations in the corpus

• 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.”