Suchergebnisse

Intro -- Contents -- Preface -- Acknowledgments -- Chapter 1 -- An Evolutionary Perspective of Rivalry in the Family -- Abstract -- Introduction -- Parent-Child Conflict -- Fetus and Mother Conflicts -- Conflicts during Infancy and Childhood -- Parents' Decisions About When and How Much to Invest -- Child's Health -- Child's Age -- Mother's Reproductive Status -- Social Support -- Life-History Theory and Differential Parental Investment -- Infanticide -- Investment by Others: Stepparent and Grandparent Investment -- Stepparent Investment -- Grandparent Investment -- Children's Evolved Mechanisms for Eliciting Investment from Their Parents -- Mechanisms of Attachment -- Jealousy in the First Year -- Preschool-Age Children's Attempts to Manipulate Their Parents -- Sibling Rivalry -- Only Child No More -- Sibling Violence -- Conflict and Solidarity between Full-, Half-, and Stepsiblings -- Some Benefits of Sibling Rivalry -- Conclusion -- References -- Chapter 2 -- The Physiology of Rivalry in Infancy -- Abstract -- Introduction -- Physiology and Jealousy-Rivalry -- Overview of EEG in Infancy -- EEG and Jealousy-Rivalry -- An Overview of Stress Reactive-Cortisol Responses in Infancy -- Cortisol and Jealousy-Rivalry -- EEG, Cortisol, and Behavioral Responses to Jealousy-Rivalry - A Study -- Method -- Participants -- Results -- Future Directions -- Conclusion -- Acknowledgments -- References -- Chapter 3 -- Becoming an Older Sibling: Introducing the Sibling Outcome Survey (SOS) - An Instrument For Assessing Risk and Resilience in the Toddler-Newborn Infant Relationship -- Abstract -- Introduction -- Nature of Sibling Relationship in Early Childhood -- Significance of Sibling Relationships in Child Development and Family Processes -- Measuring Sibling Relationship across the Transition to Siblinghood -- Methods -- Participants -- Procedure

AbstractThe effects of maternal expressiveness and children's gender on children's nonverbal expressiveness were assessed in two settings. In the laboratory, 30 boys and 30 girls of kindergarten age were unobtrusively videotaped while talking about happy, sad, and fearful experiences and while experiencing three social situations designed to elicit happy, disappointed, and apprehensive feelings. Videotapes were rated for emotion expression, using global ratings and EMFACS codes. In school, teachers rated these children's expression of four discrete emotions. In both the laboratory and school settings children were more positively expressive than negatively so, and positive and negative expressiveness were unrelated. In the laboratory children's positive expressiveness was consistent across the three social situations, but negative expressiveness varied across affective context. In both settings, children of low‐expressive mothers were more positively expressive than children of high‐expressive mothers, who tended to be more negatively expressive than children of low‐expressive mothers. The difference in negative expression appeared most striking for anger. Gender was not predictive of children's expressiveness in either setting