Virtual Issue for the BPS Developmental Psychology Section Annual Conference 2014
Edited by Patrick J. Leman
Royal Holloway, University of London
Welcome to a special, virtual issue of the British Journal of Developmental Psychology. This issue features a collection of past papers - some old, some not-so-old – from keynote speakers and invited symposiasts at the British Psychological Society Developmental Psychology Section Annual Conference 2014 in Amsterdam, Netherlands. This virtual issue will allow conference delegates to familiarise themselves with the work of some of our featured contributors. And for those who are unable to attend the conference, there is an opportunity to get a sense for some core aspects of the programme. And, of course, there is also a chance to read some important scientific papers from across the range of areas of developmental psychology. Continue reading the Introduction here
Published: 14 Aug 2014
‘It's not that we hate you’: Understanding children's gender attitudes and expectancies about peer relationships Journal Article
Edited by: Kristina M. Zosuls, Carol Lynn Martin, Diane N. Ruble, Cindy F. Miller, Bridget M. Gaertner, Dawn E. England, Alison P. Hill
- DOI: 10.1111/j.2044-835X.2010.02023.x
- Published Date: February 8, 2011
Widespread gender segregation, evident throughout elementary school, seems to imply that girls and boys have negative feelings and thoughts about one another, and classic theories of inter‐group processes support this idea. However, research has generally overlooked children's feelings and perceptions about gender‐related interpersonal interactions. This paper investigates the nature of children's attitudes about same‐ and other‐gender...
Edited by: Francesca G. E. Happé
- DOI: 10.1111/j.2044-835X.1997.tb00721.x
- Published Date: July 12, 2011
The hypothesis that people with autism have a specific deficit in ‘theory of mind’ has been successful in explaining the characteristic triad of social, communication and imagination impairments. It cannot, however, explain the non‐social impairments and skills shown by people with autism. Frith (1989) and Frith & Happé (1994a) have suggested that these aspects of autism can, instead, be understood as manifestations of a characteristic of...
It is who you know that counts: Intergroup contact and judgments about race‐based exclusion Journal Article
Edited by: David S. Crystal, Melanie. Killen, Martin. Ruck
- DOI: 10.1348/026151007X198910
- Published Date: December 23, 2010
Intergroup contact and evaluations about race‐based exclusion were assessed for majority and minority students in grades 4, 7 and 10 (N = 685). Scenarios depicting cross‐race relations in contexts of dyadic friendship, parental discomfort and peer group disapproval were described to participants. Participants reporting higher levels of intergroup contact gave higher ratings of wrongfulness of exclusion and lower frequency estimations of...
Gender differences in online and offline self‐disclosure in pre‐adolescence and adolescence Journal Article
Edited by: Patti M. Valkenburg, Sindy R. Sumter, Jochen Peter
- DOI: 10.1348/2044-835X.002001
- Published Date: November 29, 2010
Although there is developmental research on the prevalence of offline self‐disclosure in pre‐adolescence and adolescence, it is still unknown (a) how boys’ and girls’online self‐disclosure develops in this period and (b) how online and offline self‐disclosure interact with each other. We formulated three hypotheses to explain the possible interaction between online and offline self‐disclosure: the displacement, the rich‐get‐richer, and the rehearsal...
Edited by: Ken J. Rotenberg, Claire Fox, Sarah Green, Louise Ruderman, Kevin Slater, Kelly Stevens, Gustavo Carlo
- DOI: 10.1348/026151005X26192
- Published Date: December 31, 2010
A scale was constructed to assess children's generalized trust beliefs (CGTB) in four target groups (mother, father, teacher and peer) with respect to three bases of trust: reliability, emotionality, and honesty. The CGTB Scale was administered to 145 Year 5 and 156 Year 6 children (mean age = 10 years, 1 month) residing in the English Midlands, United Kingdom. Exploratory and confirmatory factor analyses yielded evidence for the expected...
Children's recognition of emotions from vocal cues Journal Article
Edited by: Disa A. Sauter, Charlotte Panattoni, Francesca Happé
- DOI: 10.1111/j.2044-835X.2012.02081.x
- Published Date: June 6, 2012
Emotional cues contain important information about the intentions and feelings of others. Despite a wealth of research into children's understanding of facial signals of emotions, little research has investigated the developmental trajectory of interpreting affective cues in the voice. In this study, 48 children ranging between 5 and 10 years were tested using forced‐choice tasks with non‐verbal vocalizations and emotionally inflected...
Edited by: Sander Thomaes, Hedy Stegge, Tjeert Olthof
- DOI: 10.1348/026151007X173827
- Published Date: December 23, 2010
When faced with shame, children can either respond in submissive ways to withdraw from their environment or in externalizing ways to oppose their environment. This study tested the hypothesis that fragile‐positive views of self predispose children to respond in externalizing ways to shame situations. Narcissism, actual and perceived social preference, global self‐worth and propensity towards externalizing shame responding were measured in...
The effects of young children's affiliations with prosocial peers on subsequent emotionality in peer interactions Journal Article
Edited by: Richard A. Fabes, Laura D. Hanish, Carol Lynn Martin, Alicia Moss, Amy Reesing
- DOI: 10.1111/j.2044-835X.2011.02073.x
- Published Date: January 16, 2012
Preschoolers’ (60 boys and 64 girls, M age = 50.73 months) affiliations with prosocial peers were observed in naturally occurring interactions and then examined in relation to positive and negative emotionality within their peer interactions one semester later. Greater affiliation with prosocial peers in the fall was related to enhanced positive emotionality (especially for girls) and decreased negative emotionality (especially for boys)...