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SRCD 2023 References

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14. Chang, T., Farkas, C., Vilca, D., & Vallotton, C. (2017). U.S. and Chilean mothers’ use of mental references with infant girls and boys: Comparison of maternal practices in gender socialization via language in two countries. Journal of Cross-Cultural Psychology, 48(8), 1271–1287. https://doi.org/10.1177/0022022117720752

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4. Crowley, K., Callanan, M. A., Tenenbaum, H. R., & Allen, E. (2001). Parents explain more often to boys than to girls during shared scientific thinking. Psychological Science, 12(3), 258–261. https://doi.org/10.1111/1467-9280.00347

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15. Drummond, J., Paul, E. F., Waugh, W. E., Hammond, S. I., & Brownell, C. A. (2014). Here, there and everywhere: Emotion and mental state talk in different social contexts predicts empathic helping in toddlers. Frontiers in Psychology, 5, 361–361. https://doi.org/10.3389/fpsyg.2014.00361

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10. Garner, P., Jones, D. C., Gaddy, G., & Rennie, K. M. (1997). Low-income mothers' conversations about emotions and their children's emotional competence. Social Development, 6(1), 37–52. https://doi.org/10.1111/j.1467-9507.1997.tb00093.x

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9. Hughes, C., & Dunn, J. (1998). Understanding mind and emotion: Longitudinal associations with mental-state talk between young friends. Developmental Psychology, 34(5), 1026–1037. https://doi.org/10.1037/0012-1649.34.5.1026

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8. Imuta, K., Henry, J., Slaughter, V., Selcuk, B., & Ruffman, T. (2016). Theory of mind and prosocial behaviour in childhood: A meta-analytic review.  Developmental Psychology, 52(8), 1192-1205. https://doi.org/10.1037/dev0000140

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1. Leaper, C., Anderson, K. J., & Sanders, P. (1998). Moderators of gender effects on parents’ talk to their children: A meta-analysis. Developmental Psychology, 34(1), 3-27. https://doi.org/10.1037/0012-1649.34.1.3

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11. Ontai, L. L., & Thompson, R. A. (2008). Attachment, parent-child discourse and theory-of-mind development. Social Development, 17(1), 47–60. https://doi.org/10.1111/j.1467-9507.2007.00414.x

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2. Reese, E., Fivush, R. (1993). Parental styles of talking about the past. Developmental Psychology, 29(3), 596-606. https://doi.org/10.1037//0012-1649.29.3.596

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3. Reese, E., Newcombe, R. (2007). Training mothers in elaborative reminiscing enhances children’s autobiographical memory and narrative. Child Development, 78(4), 1153-1170. https://doi.org/10.1111/j.1467-8624.2007.01058.x

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7. Slaughter, V., Imuta, K., Peterson, C., & Henry, J.  (2015).  Meta-analysis of theory of mind and peer popularity in the preschool and early school years.  Child Development, 86, 1159–1174.

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12. Tabors, P. O., Roach, K. A., & Snow, C. E. (2001). Home language and literacy environment: Final results (D. K. Dickinson & P. O. Tabors, Eds.), Beginning language with literacy: Young children learning at home and at school. Paul H. Brookes.

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5. Tompkins, V., Benigno, J. P., Kiger Lee, B., & Wright, B. M. (2018). The relation between parents' mental state talk and children's social understanding: A meta-analysis. Social Development, 27(2), 223-246. https://doi.org/10.1111/sode.12280

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13. Wareham, & Salmon, K. (2006). Mother–child reminiscing about everyday experiences: Implications for psychological interventions in the preschool years. Clinical Psychology Review, 26(5), 535–554. https://doi.org/10.1016/j.cpr.2006.05.001

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16. Welch-Ross, M. K., Fasig, L. G., & Farrar, M. J. (1999). Predictors of preschoolers' self-knowledge: Reference to emotion and mental states in mother-child conversation about past events. Cognitive Development, 14(3), 401–422. https://doi.org/10.1016/S0885-2014(99)00012-X

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6. Wellman, H. M. (2017). The development of theory of mind: Historical reflections. Child Development Perspectives, 11(3), 207-214. https://doi.org/10.1111/cdep.12236

 

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ASFAR 2021 References​

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  1. Darling, N. (2005). Participation in extracurricular activities and adolescent adjustment: Cross-sectional and longitudinal findings. Journal of Youth and Adolescence, 34(5), 493–505. https://doi.org/10.1007/s10964-005-7266-8

  2. McCabe, K. O., Modecki, K., & Barber, B. L. (2016). Participation in organized activities protects against adolescents’ risky substance use, even beyond development in conscientiousness. Journal of Youth and Adolescence, 45(11), 2292–2306. https://doi.org/10.1007/s10964-016-0454-x

  3. Schaefer, D. R., Simpkins, S. D., Vest, A. E., & Price, C. D. (2011). The contribution of extracurricular activities to adolescent friendships: New insights through social network analysis. Developmental Psychology, 47(4), 1141–1152. https://doi.org/10.1037/a0024091

  4. Peck, S. C., Roeser, R. W., Zarrett, N., & Eccles, J. S. (2008). Exploring the roles of extracurricular activity quantity and quality in the educational resilience of vulnerable adolescents: Variable- and pattern-centered approaches. Journal of Social Issues, 64(1), 135–156. https://doi.org/10.1111/j.1540-4560.2008.00552.x

  5. Johnson, C. C. (2009). The benefits of physical activity for youth with developmental disabilities: A systematic review. American Journal of Health Promotion, 23(3), 157–167. https://doi.org/10.4278/ajhp.070930103

  6. May, T., Chan, E. S., Lindor, E., McGinley, J., Skouteris, H., Austin, D., McGillivray, J., & Rinehart, N. J. (2021). Physical, cognitive, psychological and social effects of dance in children with disabilities: Systematic review and meta-analysis. Disability and Rehabilitation, 43(1), 13–26. https://doi.org/10.1080/09638288.2019.1615139

 

 

HDR DAY & SASP 2022 References

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20. Adams, S., Kuebli, J., Boyle, P. A., & Fivush, R. (1995). Gender differences in parent-child conversations about past emotions: A longitudinal investigation. Sex Roles, 33(5-6), 309–323. https://doi.org/10.1007/BF01954572

28. Bianchi, S. M. (2011). Family change and time allocation in American families. The Annals of the American Academy of Political and Social Science, 638, 21–44. https://doi.org/10.1177/0002716211413731

5. Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In R. M. Lerner (Ed.), Handbook of child psychology: Vol. 1. Theoretical models of human development (5th ed., pp. 993-1028). New York Wiley. 

24. Brophy-Herb, H. E., Stansbury, K., Bocknek, E., & Horodynski, M. A. (2012). Modeling maternal emotion-related socialisation behaviors in a low-income sample: Relations with toddlers’ self-regulation. Early Childhood Research Quarterly, 27(3), 352–364. https://doi.org/10.1016/j.ecresq.2011.11.005

21. Chang, T., Farkas, C., Vilca, D., & Vallotton, C. (2017). U.S. and Chilean mothers’ use of mental references with infant girls and boys: Comparison of maternal practices in gender socialization via language in two countries. Journal of Cross-Cultural Psychology, 48(8), 1271–1287. https://doi.org/10.1177/0022022117720752

1. Coltrane, S., & Adams, M. (2008). Gender and families (2nd ed.). Rowman & Littlefield. 

10. Crowley, K., Callanan, M. A., Tenenbaum, H. R., & Allen, E. (2001). Parents explain more often to boys than to girls during shared scientific thinking. Psychological Science, 12(3), 258–261. https://doi.org/10.1111/1467-9280.00347

24. Doan, S. N., & Wang, Q. (2010). Maternal discussions of mental states and behaviors: Relations to emotion situation knowledge in European American and immigrant Chinese children. Child Development, 81(5), 1490–1503. https://doi.org/10.1111/j.1467-8624.2010.01487.x

22. Drummond, J., Paul, E. F., Waugh, W. E., Hammond, S. I., & Brownell, C. A. (2014). Here, there and everywhere: Emotion and mental state talk in different social contexts predicts empathic helping in toddlers. Frontiers in Psychology, 5, 361–361. https://doi.org/10.3389/fpsyg.2014.00361

16. Garner, P., Jones, D. C., Gaddy, G., & Rennie, K. M. (1997). Low-income mothers' conversations about emotions and their children's emotional competence. Social Development, 6(1), 37–52. https://doi.org/10.1111/j.1467-9507.1997.tb00093.x

29. Halpern, H. P., & Perry-Jenkins, M. (2016). Parents’ gender ideology and gendered behavior as predictors of children’s gender-role attitudes. Sex Roles, 74(11-12), 527–542. https://doi.org/10. 1007/s11199-015-0539-0 

15. Hughes, C., & Dunn, J. (1998). Understanding mind and emotion: Longitudinal associations with mental-state talk between young friends. Developmental Psychology, 34(5), 1026–1037. https://doi.org/10.1037/0012-1649.34.5.1026

14. Imuta, K., Henry, J., Slaughter, V., Selcuk, B., & Ruffman, T. (2016). Theory of mind and prosocial behaviour in childhood: A meta-analytic review.  Developmental Psychology, 52(8), 1192-1205. https://doi.org/10.1037/dev0000140

31. Kuebli, J., & Fivush, R. (1992). Gender differences in parent-child conversations about past emotions. Sex Roles, 27(11-12), 683–698. https://doi.org/10.1007/BF02651097

32. LaBounty, J., Wellman, H. M., Olson, S., Lagattuta, K., & Liu, D. (2008). Mothers' and fathers' use of internal state talk with their young children. Social Development, 17(4), 757–775. https://doi.org/10.1111/j.1467-9507.2007.00450.x

26. Laranjo, J., Bernier, A., Meins, E., & Carlson, S. M. (2014). The roles of maternal mind-mindedness and infant security of attachment in predicting preschoolers' understanding of visual perspective taking and false belief. Journal of Experimental Psychology, 125(1), 48– 63. https://doi.org/10.1016/j.jecp.2014.02.005

4. Leaper, C. (2002). Parenting girls and boys. In M. H. Bornstein (Ed.), Handbook of parenting: Children and parenting (Vol. 1, 2nd ed., pp. 189-225). Lawrence Erlbaum.

3. Leaper, C., & Friedman, C. K. (2007). The socialisation of gender. In J. E. Grusec & P. D. Hastings, (Eds.), Handbook of socialisation: Theory and research (pp. 561-587). Guilford Press. https://doi.org/10.5860/CHOICE.45-0345

7. Leaper, C., Anderson, K. J., & Sanders, P. (1998). Moderators of gender effects on parents’ talk to their children: A meta-analysis. Developmental Psychology, 34(1), 3-27. https://doi.org/10.1037/0012-1649.34.1.3

2. Lytton, H., & Romney, D. M. (1991). Parents' differential socialisation of boys and girls: A meta-analysis. Psychological Bulletin, 109(2), 267-296. https://doi.org/10.1037/0033-2909.109.2.267

17. Ontai, L. L., & Thompson, R. A. (2008). Attachment, parent-child discourse and theory-of-mind development. Social Development, 17(1), 47–60. https://doi.org/10.1111/j.1467-9507.2007.00414.x

8. Reese, E., Fivush, R. (1993). Parental styles of talking about the past. Developmental Psychology, 29(3), 596-606. https://doi.org/10.1037//0012-1649.29.3.596

9. Reese, E., Newcombe, R. (2007). Training mothers in elaborative reminiscing enhances children’s autobiographical memory and narrative. Child Development, 78(4), 1153-1170. https://doi.org/10.1111/j.1467-8624.2007.01058.x

30. Reynolds, E., Garrett‐Peters, P., Bratsch‐Hines, M., Vernon‐Feagans, L., & Vernon Feagans, L. (2020). Mothers' and fathers' mental state talk: Ethnicity, partner talk, and sensitivity. Journal of Marriage and Family, 82(5), 1696–1716.https://doi.org/10.1111/jomf.12675

6. Schieffelin, B. B., & Ochs, E. (1986). Language socialization across cultures. Cambridge University Press.

27. Senehi, N., Brophy-Herb, H. E., & Vallotton, C. D. (2018). Effects of maternal mentalisation-related parenting on toddlers' self-regulation. Early Childhood Research Quarterly, 44, 1–14. https://doi.org/10.1016/j.ecresq.2018.02.001

13. Slaughter, V., Imuta, K., Peterson, C., & Henry, J.  (2015).  Meta-analysis of theory of mind and peer popularity in the preschool and early school years.  Child Development, 86, 1159–1174.

18. Tabors, P. O., Roach, K. A., & Snow, C. E. (2001). Home language and literacy environment: Final results (D. K. Dickinson & P. O. Tabors, Eds.), Beginning language with literacy: Young children learning at home and at school. Paul H. Brookes.

11. Tompkins, V., Benigno, J. P., Kiger Lee, B., & Wright, B. M. (2018). The relation between parents' mental state talk and children's social understanding: A meta-analysis. Social Development, 27(2), 223-246. https://doi.org/10.1111/sode.12280

19. Wareham, & Salmon, K. (2006). Mother–child reminiscing about everyday experiences: Implications for psychological interventions in the preschool years. Clinical Psychology Review, 26(5), 535–554. https://doi.org/10.1016/j.cpr.2006.05.001

23. Welch-Ross, M. K., Fasig, L. G., & Farrar, M. J. (1999). Predictors of preschoolers' self-knowledge: Reference to emotion and mental states in mother-child conversation about past events. Cognitive Development, 14(3), 401–422. https://doi.org/10.1016/S0885-2014(99)00012-X

12. Wellman, H. M. (2017). The development of theory of mind: Historical reflections. Child Development Perspectives, 11(3), 207-214. https://doi.org/10.1111/cdep.12236

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