5,290 research outputs found
A Multi-Method Examination of Self-Regulation Processes in Preschool-aged Children
No full textKeywords: self-regulation, reward responsiveness, reward positivity, risk-taking, impulsivity, preschool-agedSelf-regulation is a multi-faceted developmental construct that relates to all aspects of a child’s functioning. However, specific self-regulation constructs and their associations within the preschool age period are not well established. Understanding self-regulation at the point of action involves assessing associations amongst reward, risk-taking, and impulsivity. The current study examined reward responsiveness as it relates to risk-taking and impulsivity in a sample of 44 preschool-aged (M = 4.27 years, SD = 0.75) children. Approximately half of the children experienced neonatal opioid exposure. We used a multi-method approach, which included a neural measure of reward responsiveness (i.e., RewP), behavioral measures of risk-taking and impulsivity, and parent-reported impulsivity. Results did not indicate statistically significant associations between risk-taking and impulsivity, potentially due in part to the relatively small sample size. For reward responsiveness, although we did not observe a statistically significant difference between RewP conditions, the RewP to loss component was significantly related to parent-report impulsivity.Thesis completed in partial fulfillment of the requirements of the Honors Program in Psychological Science
Julia Grignon, Dir, Hommage à Jean Pictet par le concours de droit international humanitaire Jean-Pictet, 2016
No full textMarquis-Bissonnette Camille. Julia Grignon, Dir, Hommage à Jean Pictet par le concours de droit international humanitaire Jean-Pictet, 2016. In: Revue Québécoise de droit international, volume 29-2, 2016. pp. 315-325
Julia Grignon, Dir, Hommage à Jean Pictet par le concours de droit international humanitaire Jean-Pictet, 2016
No full textMarquis-Bissonnette Camille. Julia Grignon, Dir, Hommage à Jean Pictet par le concours de droit international humanitaire Jean-Pictet, 2016. In: Revue Québécoise de droit international, volume 29-2, 2016. pp. 315-325
Reciprocal associations between parents' mind perception and children's language environments
No full textA critical aspect of relationships is whether we perceive others as autonomous individuals capable of initiating actions and making choices as well as having internal states, emotions, and sensations. This is especially true of the parent–child relationship, where parents are the primary social partner for infants and young children. Drawing from adult cognitive science, mind perception in parents is defined as parents’ beliefs and intuitive theories about children’s mental capacities (i.e., their cognitions, sensations, emotions, and social capacities; Gray et al., 2007; Weisman et al., 2017, 2025). Importantly, parents differ in how strongly they perceive and attribute these mental capacities to their children, with variability evident from infancy to preschool age (Garon-Bissonnette et al., 2025). Theoretically, parents’ mind perception may shape children’s early environments by influencing how parents interact with and behave around their child. In turn, parent–child interactions may also influence mind perception. However, no previous study has examined these bidirectional pathways. In this study, we address two questions concerning the longitudinal relation between parents’ mind perception and children’s early language environments.
First, do parents’ mind perception shape the extent to which they talk around or to their children in daily life? Across disciplines such as social cognition and attachment theory, researchers have emphasized that individuals draw on their perceptions and representations of others to guide their interpersonal behaviors (Fonagy et al., 2002; Bowlby, 1969). In this context, examining the prospective association between parents’ levels of mind perception and children’s early language environment could clarify how parents’ beliefs about their children’s mental capacities shape everyday interactions that support developmental outcomes.
Second, how do parents come to recognize and respond to their child's emerging mental capacities? One possibility is that child vocalizations serve as cues, prompting parents to attribute greater mental capacity as development unfolds. Prior work suggests that parents progressively come to recognize their child’s mental capacities (Garon-Bissonnette et al., 2025) in a manner that likely corresponds with actual cognitive and socioemotional growth; however, it remains unclear whether certain developmental milestones (e.g., language acquisition) serve as cues that lead parents to update their perceptions of their child’s mind. Importantly, the association between mind perception and child vocalizations may be time-sensitive, with “Goldilocks” windows when language growth is particularly pronounced. For instance, between 11 and 16 months of age, children transition from producing primarily babbles—with 73% to 92% of vocalizations consisting of babbles at age 11 months—to using words in up to half of their vocalizations—with words comprising 24% to 51% of vocalizations by 16 months (Vihman et al., 1996). Before the first year, vocalizations may not yet be perceived as signaling mental capacities such as intentionality and agency (Sokol et al., 2015). By contrast, once language is more advanced (e.g., 36 months), vocalizations may no longer be the most salient indicators of emerging mental capacitiespotentially supplanted by cues such as reasoning (Sobel & Kirkham, 2006) or symbolic play (Beeghly, 1998).
The process of adapting to children’s abilities may also influence parentchild interactions—particularly parent-initiated talk and communicative exchanges—in ways that further inform parents’ perceptions of their child’s mental capacities. When parents perceive their child as more cognitively capable and socially engaged, they may be more likely to initiate conversations both around and directly with their child. Examining the longitudinal, bidirectional relation between mind perception and variation in children’s language environments could offer valuable insights into how parents’ cognitions about their child and their communication with the child co-develop. By also investigating how this dynamic process relates to children’s cognitive development, we may inform interventions aimed at improving developmental outcomes through the parent–child relationship.
To address these questions, we leverage naturalistic assessments of language interaction patterns in children’s home environments obtained through the Language ENvironment Analysis (LENA) system (Gilkerson & Richards, 2008). Specifically, we used LENA wearable devices to obtain daylong recordings of children’s home language environments across early development—at 1, 6, 12, 18, and 36 months of age. From these recordings, we will use the LENA software to quantify three key metrics: the amount of adult talk (adult word count), the back-and-forth vocal exchanges between adult and child (conversational turns), and the child’s own vocal output (child vocalizations). By integrating repeated assessments of mind perception with these longitudinal LENA metrics, we aim to investigate how parents’ perceptions of their child’s mental capacities shape, and are shaped by, emerging interactions and behaviors
Testing a Model of Coalition Formation in Two Macaque Species, Macaca sylvanus and Macaca assamensis
No full textTesting a Model of Coalition Formation in Two Macaque Species, Macaca sylvanus and Macaca assamensis
No full textSocioecology, but not cognition, predicts male coalitions across primates
No full textHumans form agonistic coalitions and alliances in many contexts, but this behavior is thought to be rare in other species. A prominent hypothesis states that coalitions may be under cognitive constraints, but this idea is debated and remains to be tested empirically. In this study, we evaluate the cognitive constraint hypothesis against 3 alternative hypotheses that stress the role of demography, substrate use, and resource competition, for the evolution of male coalitions. A comparative analysis of a unique data set of 86 multimale multifemale groups of 38 nonhuman primate species from all major radiations revealed no evolutionary association of male coalition frequency with cognitive capacity (as indexed by neocortex ratio and endocranial volume). The observed variation was best explained by demography and resource competition in that male coalitions were more likely to occur in species characterized by larger male groups and reduced levels of contest competition (after controlling for phylogeny). These findings suggest that constraints imposed by the socioecological setting, rather than cognition, explain best why some primate species evolved customary coalitionary behavior while others did not. This study presents the first empirical evidence against the long-standing view that cognitive abilities may impose a limit on the use of coalitions in animals
Letter, Julia Gardiner Tyler to Mrs. Laura Holloway, author of First Ladies, dated September 20, 1869
No full textALS of Julia Gardiner Tyler to Mrs. Laura Holloway, author of First Ladies, dated September 20, 1869, about interviewing other first ladies. ALS.Found in:Mss. 65 T97 Additions, Series 1: Mss. Acc. 1993.19 Addition, 186
Meeting Children’s Author Julia Donaldson
No full textA report from a meet and greet with Julia Donaldson, a best-selling children's author. The event was organized by Ibis grafika publishing house and held in bookshop "Bookara" in Zagreb, 20 May 2018
Portrait of Julia Ward Howe
No full textPortrait of author and activist Julia Ward Howe.From Daughters of America: or, Women of the century by Phebe A. Hanaford, published by True and Co. in 1882
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