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Détail de l'auteur
Auteur Arnold J. SAMEROFF |
Documents disponibles écrits par cet auteur (7)
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Assessment of Cheating Behavior in Young School-Age Children: Distinguishing Normative Behaviors From Risk Markers of Externalizing Psychopathology / Kevin A. CALLENDER in Journal of Clinical Child & Adolescent Psychology, 39-6 (November-December 2010)
[article]
Titre : Assessment of Cheating Behavior in Young School-Age Children: Distinguishing Normative Behaviors From Risk Markers of Externalizing Psychopathology Type de document : Texte imprimé et/ou numérique Auteurs : Kevin A. CALLENDER, Auteur ; Sheryl L. OLSON, Auteur ; David C.R. KERR, Auteur ; Arnold J. SAMEROFF, Auteur Année de publication : 2010 Article en page(s) : p.776-788 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The central goal of this longitudinal study was to develop a laboratory-based index of children's covert cheating behavior that distinguished normative rule violations from those that signal risk for antisocial behavior. Participants (N = 215 children) were drawn from a community population and oversampled for externalizing behavior problems (EXT). Cheating behavior was measured using two resistance-to-temptation tasks and coded for extent of cheating, latency to cheat, and inappropriate positive affect. Mothers rated internalized conduct and three forms of self-regulation: inhibitory control, impulsivity, and affective distress. Mothers and teachers reported EXT concurrently (T1) and 4 years later, when children averaged 10 years of age (T2). Children categorized as severe cheaters manifested lower inhibitory control, greater impulsivity, and lower levels of internalized conduct at T1. Children in this group also manifested higher levels of EXT in home and school settings at T1 and more EXT in the school setting at T2, even after accounting for T1 ratings. En ligne : http://dx.doi.org/10.1080/15374416.2010.517165 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113
in Journal of Clinical Child & Adolescent Psychology > 39-6 (November-December 2010) . - p.776-788[article] Assessment of Cheating Behavior in Young School-Age Children: Distinguishing Normative Behaviors From Risk Markers of Externalizing Psychopathology [Texte imprimé et/ou numérique] / Kevin A. CALLENDER, Auteur ; Sheryl L. OLSON, Auteur ; David C.R. KERR, Auteur ; Arnold J. SAMEROFF, Auteur . - 2010 . - p.776-788.
Langues : Anglais (eng)
in Journal of Clinical Child & Adolescent Psychology > 39-6 (November-December 2010) . - p.776-788
Index. décimale : PER Périodiques Résumé : The central goal of this longitudinal study was to develop a laboratory-based index of children's covert cheating behavior that distinguished normative rule violations from those that signal risk for antisocial behavior. Participants (N = 215 children) were drawn from a community population and oversampled for externalizing behavior problems (EXT). Cheating behavior was measured using two resistance-to-temptation tasks and coded for extent of cheating, latency to cheat, and inappropriate positive affect. Mothers rated internalized conduct and three forms of self-regulation: inhibitory control, impulsivity, and affective distress. Mothers and teachers reported EXT concurrently (T1) and 4 years later, when children averaged 10 years of age (T2). Children categorized as severe cheaters manifested lower inhibitory control, greater impulsivity, and lower levels of internalized conduct at T1. Children in this group also manifested higher levels of EXT in home and school settings at T1 and more EXT in the school setting at T2, even after accounting for T1 ratings. En ligne : http://dx.doi.org/10.1080/15374416.2010.517165 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 Deconstructing the externalizing spectrum: Growth patterns of overt aggression, covert aggression, oppositional behavior, impulsivity/inattention, and emotion dysregulation between school entry and early adolescence / Sheryl L. OLSON in Development and Psychopathology, 25-3 (August 2013)
[article]
Titre : Deconstructing the externalizing spectrum: Growth patterns of overt aggression, covert aggression, oppositional behavior, impulsivity/inattention, and emotion dysregulation between school entry and early adolescence Type de document : Texte imprimé et/ou numérique Auteurs : Sheryl L. OLSON, Auteur ; Arnold J. SAMEROFF, Auteur ; Jennifer E. LANSFORD, Auteur ; Holly SEXTON, Auteur ; Pamela DAVIS-KEAN, Auteur ; John E. BATES, Auteur ; Gregory S. PETTIT, Auteur ; Kenneth A. DODGE, Auteur Article en page(s) : p.817-842 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The purpose of this study was to determine whether five subcomponents of children's externalizing behavior showed distinctive patterns of long-term growth and predictive correlates. We examined growth in teachers' ratings of overt aggression, covert aggression, oppositional defiance, impulsivity/inattention, and emotion dysregulation across three developmental periods spanning kindergarten through Grade 8 (ages 5–13 years). We also determined whether three salient background characteristics, family socioeconomic status, child ethnicity, and child gender, differentially predicted growth in discrete categories of child externalizing symptoms across development. Participants were 543 kindergarten-age children (52% male, 81% European American, 17% African American) whose problem behaviors were rated by teachers each successive year of development through Grade 8. Latent growth curve analyses were performed for each component scale, contrasting with overall externalizing, in a piecewise fashion encompassing three developmental periods: kindergarten–Grade 2, Grades 3–5, and Grades 6–8. We found that most subconstructs of externalizing behavior increased significantly across the early school age period relative to middle childhood and early adolescence. However, overt aggression did not show early positive growth, and emotion dysregulation significantly increased across middle childhood. Advantages of using subscales were most clear in relation to illustrating different growth functions between the discrete developmental periods. Moreover, growth in some discrete subcomponents was differentially associated with variations in family socioeconomic status and ethnicity. Our findings strongly affirmed the necessity of adopting a developmental approach to the analysis of growth in children's externalizing behavior and provided unique data concerning similarities and differences in growth between subconstructs of child and adolescent externalizing behavior. En ligne : http://dx.doi.org/10.1017/S0954579413000199 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210
in Development and Psychopathology > 25-3 (August 2013) . - p.817-842[article] Deconstructing the externalizing spectrum: Growth patterns of overt aggression, covert aggression, oppositional behavior, impulsivity/inattention, and emotion dysregulation between school entry and early adolescence [Texte imprimé et/ou numérique] / Sheryl L. OLSON, Auteur ; Arnold J. SAMEROFF, Auteur ; Jennifer E. LANSFORD, Auteur ; Holly SEXTON, Auteur ; Pamela DAVIS-KEAN, Auteur ; John E. BATES, Auteur ; Gregory S. PETTIT, Auteur ; Kenneth A. DODGE, Auteur . - p.817-842.
Langues : Anglais (eng)
in Development and Psychopathology > 25-3 (August 2013) . - p.817-842
Index. décimale : PER Périodiques Résumé : The purpose of this study was to determine whether five subcomponents of children's externalizing behavior showed distinctive patterns of long-term growth and predictive correlates. We examined growth in teachers' ratings of overt aggression, covert aggression, oppositional defiance, impulsivity/inattention, and emotion dysregulation across three developmental periods spanning kindergarten through Grade 8 (ages 5–13 years). We also determined whether three salient background characteristics, family socioeconomic status, child ethnicity, and child gender, differentially predicted growth in discrete categories of child externalizing symptoms across development. Participants were 543 kindergarten-age children (52% male, 81% European American, 17% African American) whose problem behaviors were rated by teachers each successive year of development through Grade 8. Latent growth curve analyses were performed for each component scale, contrasting with overall externalizing, in a piecewise fashion encompassing three developmental periods: kindergarten–Grade 2, Grades 3–5, and Grades 6–8. We found that most subconstructs of externalizing behavior increased significantly across the early school age period relative to middle childhood and early adolescence. However, overt aggression did not show early positive growth, and emotion dysregulation significantly increased across middle childhood. Advantages of using subscales were most clear in relation to illustrating different growth functions between the discrete developmental periods. Moreover, growth in some discrete subcomponents was differentially associated with variations in family socioeconomic status and ethnicity. Our findings strongly affirmed the necessity of adopting a developmental approach to the analysis of growth in children's externalizing behavior and provided unique data concerning similarities and differences in growth between subconstructs of child and adolescent externalizing behavior. En ligne : http://dx.doi.org/10.1017/S0954579413000199 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210 Dyadic flexibility and positive affect in parent–child coregulation and the development of child behavior problems / Erika S. LUNKENHEIMER in Development and Psychopathology, 23-2 (May 2011)
[article]
Titre : Dyadic flexibility and positive affect in parent–child coregulation and the development of child behavior problems Type de document : Texte imprimé et/ou numérique Auteurs : Erika S. LUNKENHEIMER, Auteur ; Sheryl L. OLSON, Auteur ; Tom HOLLENSTEIN, Auteur ; Arnold J. SAMEROFF, Auteur ; Charlotte C. WINTER, Auteur Année de publication : 2011 Article en page(s) : p.577-591 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Parent–child dyadic rigidity and negative affect contribute to children's higher levels of externalizing problems. The present longitudinal study examined whether the opposite constructs of dyadic flexibility and positive affect predicted lower levels of externalizing behavior problems across the early childhood period. Mother–child (N = 163) and father–child (n = 94) dyads engaged in a challenging block design task at home when children were 3 years old. Dynamic systems methods were used to derive dyadic positive affect and three indicators of dyadic flexibility (range, dispersion, and transitions) from observational coding. We hypothesized that the interaction between dyadic flexibility and positive affect would predict lower levels of externalizing problems at age 5.5 years as rated by mothers and teachers, controlling for stability in externalizing problems, task time, child gender, and the child's effortful control. The hypothesis was supported in predicting teacher ratings of child externalizing from both mother–child and father–child interactions. There were also differential main effects for mothers and fathers: mother–child flexibility was detrimental and father–child flexibility was beneficial for child outcomes. Results support the inclusion of adaptive and dynamic parent–child coregulation processes in the study of children's early disruptive behavior. En ligne : http://dx.doi.org/10.1017/S095457941100006X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121
in Development and Psychopathology > 23-2 (May 2011) . - p.577-591[article] Dyadic flexibility and positive affect in parent–child coregulation and the development of child behavior problems [Texte imprimé et/ou numérique] / Erika S. LUNKENHEIMER, Auteur ; Sheryl L. OLSON, Auteur ; Tom HOLLENSTEIN, Auteur ; Arnold J. SAMEROFF, Auteur ; Charlotte C. WINTER, Auteur . - 2011 . - p.577-591.
Langues : Anglais (eng)
in Development and Psychopathology > 23-2 (May 2011) . - p.577-591
Index. décimale : PER Périodiques Résumé : Parent–child dyadic rigidity and negative affect contribute to children's higher levels of externalizing problems. The present longitudinal study examined whether the opposite constructs of dyadic flexibility and positive affect predicted lower levels of externalizing behavior problems across the early childhood period. Mother–child (N = 163) and father–child (n = 94) dyads engaged in a challenging block design task at home when children were 3 years old. Dynamic systems methods were used to derive dyadic positive affect and three indicators of dyadic flexibility (range, dispersion, and transitions) from observational coding. We hypothesized that the interaction between dyadic flexibility and positive affect would predict lower levels of externalizing problems at age 5.5 years as rated by mothers and teachers, controlling for stability in externalizing problems, task time, child gender, and the child's effortful control. The hypothesis was supported in predicting teacher ratings of child externalizing from both mother–child and father–child interactions. There were also differential main effects for mothers and fathers: mother–child flexibility was detrimental and father–child flexibility was beneficial for child outcomes. Results support the inclusion of adaptive and dynamic parent–child coregulation processes in the study of children's early disruptive behavior. En ligne : http://dx.doi.org/10.1017/S095457941100006X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121 Effects of early maternal distress and parenting on the development of children's self-regulation and externalizing behavior / Daniel Ewon CHOE in Development and Psychopathology, 25-2 (May 2013)
[article]
Titre : Effects of early maternal distress and parenting on the development of children's self-regulation and externalizing behavior Type de document : Texte imprimé et/ou numérique Auteurs : Daniel Ewon CHOE, Auteur ; Sheryl L. OLSON, Auteur ; Arnold J. SAMEROFF, Auteur Article en page(s) : p.437-453 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Emotional distress experienced by mothers increases young children's risk of externalizing problems through suboptimal parenting and child self-regulation. An integrative structural equation model tested hypotheses that mothers’ parenting (i.e., low levels of inductive discipline and maternal warmth) would mediate adverse effects of early maternal distress on child effortful control, which in turn would mediate effects of maternal parenting on child externalizing behavior. This longitudinal study spanning ages 3, 6, and 10 included 241 children, mothers, and a subset of teachers. The hypothesized model was partially supported. Elevated maternal distress was associated with less inductive discipline and maternal warmth, which in turn were associated with less effortful control at age 3 but not at age 6. Inductive discipline and maternal warmth mediated adverse effects of maternal distress on children's effortful control. Less effortful control at ages 3 and 6 predicted smaller relative decreases in externalizing behavior at 6 and 10, respectively. Effortful control mediated effects of inductive discipline, but not maternal warmth, on externalizing behavior. Findings suggest elevated maternal distress increases children's risk of externalizing problems by compromising early parenting and child self-regulation. En ligne : http://dx.doi.org/10.1017/S0954579412001162 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199
in Development and Psychopathology > 25-2 (May 2013) . - p.437-453[article] Effects of early maternal distress and parenting on the development of children's self-regulation and externalizing behavior [Texte imprimé et/ou numérique] / Daniel Ewon CHOE, Auteur ; Sheryl L. OLSON, Auteur ; Arnold J. SAMEROFF, Auteur . - p.437-453.
Langues : Anglais (eng)
in Development and Psychopathology > 25-2 (May 2013) . - p.437-453
Index. décimale : PER Périodiques Résumé : Emotional distress experienced by mothers increases young children's risk of externalizing problems through suboptimal parenting and child self-regulation. An integrative structural equation model tested hypotheses that mothers’ parenting (i.e., low levels of inductive discipline and maternal warmth) would mediate adverse effects of early maternal distress on child effortful control, which in turn would mediate effects of maternal parenting on child externalizing behavior. This longitudinal study spanning ages 3, 6, and 10 included 241 children, mothers, and a subset of teachers. The hypothesized model was partially supported. Elevated maternal distress was associated with less inductive discipline and maternal warmth, which in turn were associated with less effortful control at age 3 but not at age 6. Inductive discipline and maternal warmth mediated adverse effects of maternal distress on children's effortful control. Less effortful control at ages 3 and 6 predicted smaller relative decreases in externalizing behavior at 6 and 10, respectively. Effortful control mediated effects of inductive discipline, but not maternal warmth, on externalizing behavior. Findings suggest elevated maternal distress increases children's risk of externalizing problems by compromising early parenting and child self-regulation. En ligne : http://dx.doi.org/10.1017/S0954579412001162 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 Individual differences in the development of early peer aggression: Integrating contributions of self-regulation, theory of mind, and parenting / Sheryl L. OLSON in Development and Psychopathology, 23-1 (January 2011)
[article]
Titre : Individual differences in the development of early peer aggression: Integrating contributions of self-regulation, theory of mind, and parenting Type de document : Texte imprimé et/ou numérique Auteurs : Sheryl L. OLSON, Auteur ; Nestor L. LOPEZ-DURAN, Auteur ; Erika S. LUNKENHEIMER, Auteur ; Hyein CHANG, Auteur ; Arnold J. SAMEROFF, Auteur Année de publication : 2011 Article en page(s) : p.253-266 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This prospective longitudinal study focused on self-regulatory, social–cognitive, and parenting precursors of individual differences in children's peer-directed aggression at early school age. Participants were 199 3-year-old boys and girls who were reassessed following the transition to kindergarten (5.5–6 years). Peer aggression was assessed in preschool and school settings using naturalistic observations and teacher reports. Children's self-regulation abilities and theory of mind understanding were assessed during a laboratory visit, and parenting risk (corporal punishment and low warmth/responsiveness) was assessed using interview-based and questionnaire measures. Individual differences in children's peer aggression were moderately stable across the preschool to school transition. Preschool-age children who manifested high levels of aggressive peer interactions also showed lower levels of self-regulation and theory of mind understanding, and experienced higher levels of adverse parenting than others. Our main finding was that early corporal punishment was associated with increased levels of peer aggression across the transition from preschool to school, as was the interaction between low maternal emotional support and children's early delays in theory of mind understanding. These data highlight the need for family-directed preventive efforts during the early preschool years. En ligne : http://dx.doi.org/10.1017/S0954579410000775 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117
in Development and Psychopathology > 23-1 (January 2011) . - p.253-266[article] Individual differences in the development of early peer aggression: Integrating contributions of self-regulation, theory of mind, and parenting [Texte imprimé et/ou numérique] / Sheryl L. OLSON, Auteur ; Nestor L. LOPEZ-DURAN, Auteur ; Erika S. LUNKENHEIMER, Auteur ; Hyein CHANG, Auteur ; Arnold J. SAMEROFF, Auteur . - 2011 . - p.253-266.
Langues : Anglais (eng)
in Development and Psychopathology > 23-1 (January 2011) . - p.253-266
Index. décimale : PER Périodiques Résumé : This prospective longitudinal study focused on self-regulatory, social–cognitive, and parenting precursors of individual differences in children's peer-directed aggression at early school age. Participants were 199 3-year-old boys and girls who were reassessed following the transition to kindergarten (5.5–6 years). Peer aggression was assessed in preschool and school settings using naturalistic observations and teacher reports. Children's self-regulation abilities and theory of mind understanding were assessed during a laboratory visit, and parenting risk (corporal punishment and low warmth/responsiveness) was assessed using interview-based and questionnaire measures. Individual differences in children's peer aggression were moderately stable across the preschool to school transition. Preschool-age children who manifested high levels of aggressive peer interactions also showed lower levels of self-regulation and theory of mind understanding, and experienced higher levels of adverse parenting than others. Our main finding was that early corporal punishment was associated with increased levels of peer aggression across the transition from preschool to school, as was the interaction between low maternal emotional support and children's early delays in theory of mind understanding. These data highlight the need for family-directed preventive efforts during the early preschool years. En ligne : http://dx.doi.org/10.1017/S0954579410000775 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117 Longitudinal predictors of adult socioeconomic attainment: The roles of socioeconomic status, academic competence, and mental health / Lisa SLOMINSKI in Development and Psychopathology, 23-1 (January 2011)
PermalinkTrajectories of child externalizing problems between ages 3 and 10 years: Contributions of children's early effortful control, theory of mind, and parenting experiences / Sheryl L. OLSON in Development and Psychopathology, 29-4 (October 2017)
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