Search
Now showing items 1-5 of 5
Preschoolers' endogenously triggered self-regulation
(University of Missouri--Columbia, 2014)
Self-regulation is one of the most important developments of early childhood. The ability to voluntarily control emotions, actions, and cognitions in the presence of two competing demands is vital to adaptive and autonomous ...
Mediating effects of youth-serving programs on adjustment in youth with temporarily-absent parents
(University of Missouri--Columbia, 2020)
The purpose of this study is to examine how youth-serving programs support youth during the temporary absence of a parent. For this study, temporarily-absent parents have been identified as those who are absent from the ...
Investigating the relative salience of race, sex, and facial expressions of emotion among preschoolers : introducing a new facial categorization task
(University of Missouri--Columbia, 2018)
The present study was used to explore the relative salience of sex, race, and emotion expression among preschoolers using an author-developed facial categorization task. Forty-one children between the ages of 2.76 and 5.45 ...
Effects of phrase style in storybooks on children's word learning in small and large reading groups
(University of Missouri--Columbia, 2016)
Shared storybook reading between adults and children has long been considered an effective activity that facilitates children's early language and literacy development (Brabham & Lynch-Brown, 2002; Chomsky, 1979; Elley, ...
Introducing a personal-originality approach for scoring children's divergent thinking
(University of Missouri--Columbia, 2021)
Divergent thinking (DT), which can be described as the ability to conceive of and express a variety of novel solutions to open-ended problems (Gibson et al., 2009), is one of the most commonly studied constructs related ...