In the study of the development of moral judgment and reasoning, the influence of Piaget (1932) a... more In the study of the development of moral judgment and reasoning, the influence of Piaget (1932) and Kohlberg (1969) continues to prevail (see Keasey, 1978, and Rest, in press, for recent examples). One reason for their success is that they were pioneers and broke the ground for others to cultivate. A second reason is that they chose a problem for which there was consensus as to its importance: both men were concerned with one’s developing knowledge about harmful behavior and its personal and social consequences.
APA PsycNET Our Apologies! - The following features are not available with your current Browser c... more APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...
Page 1. Chapter 19 The Early Emergence of Emotional Understanding and Appraisal: Implications for... more Page 1. Chapter 19 The Early Emergence of Emotional Understanding and Appraisal: Implications for Theories of Development Nancy L. Stein University of Chicago, Chicago, IL, USA and Linda J. Levine University of California ...
Journal of Personality and Social Psychology, 1997
Narratives of 30 caregivers were scored for appraisals and coping responses following the death o... more Narratives of 30 caregivers were scored for appraisals and coping responses following the death of their partners from AIDS. Appraisals were identified as valenced beliefs, emotions, and goal outcomes, whereas coping responses included goals and plans of action. The proportion of positive appraisals predicted long-term goals and plans and psychological well-being at both bereavement and 12 months later. Positive appraisals were correlated with positive morale and positive states of mind. The latter were negatively correlated with partner-centered, short-term plans. Positive appraisals were negatively correlated with depressive mood. Caregivers, who reported proportionately more positive appraisals during caregiving and after the loss of their partner, were more likely to have future-and self-oriented goals and plans and to demonstrate positive well-being at bereavement and better recovery 12 months later than were those who reported more negative appraisals. 1 think you have to face reality as it is and you have to face age as it is, and you have to go on and find new motivations in your life and new achievements to survive.-Sophia Loren, as quoted in the Chicago Tribune In this article, we examine appraisal and goal processes associated with psychological well-being in response to the loss of a partner to AIDS.
International Journal of Behavioral Development, Mar 1, 2005
Parents and two children (average ages: 81/2 and 51/2 years) in 76 families each appraised the qu... more Parents and two children (average ages: 81/2 and 51/2 years) in 76 families each appraised the quality of their relationships with one another. Family members described generally positive relationships, both from their own perspectives (e.g., “I am often nice to my mother”) and from the perspectives of their relationship partners (e.g., “My mother is often nice to me”). Sibling relationships were rated less positively than other family relationships. The Social Relations Model was utilised to examine the patterning of family relationships. Actor effects, indicating consistent relationship qualities for each individual family member, were found, especially for ratings of self. Partner effects, indicating consistency in relationships as assessed by others in the family, were present for ratings of the children as relationship partners. Relationship effects were pervasive, indicating that specific family relationships had distinct qualities. Participants’ own ratings suggested that reciprocity would characterise all family relationships, in that strong correlations were found between each person’s rating of self and other, but only the marital and the sibling relationship evidenced relational reciprocity, as assessed by correlations between relationship effects found for relationship partners.
Journal of Experimental Child Psychology, Aug 1, 1995
Preschool children's memory for real life emotion episodes was assessed by first having t... more Preschool children's memory for real life emotion episodes was assessed by first having their parents generate descriptions of recent events where they had actually observed their children experience happiness, sadness, anger, and fear. The 77 preschool children, 42 boys and 33 girls, were then presented with their parents' recollection of each precipitating event and asked to recall everything they could remember about the emotion episode. Instructions for facilitating retrieval varied across four conditions. In the Control Condition, children were presented with a precipitating event and were asked to recall the entire episode, without being given any emotion cue. In the Emotion Label Condition, children were presented with a precipitating event, were asked to generate a verbal label(s) that corresponded to their emotional reaction to the event, and were asked to recall the entire episode. In the Emotion Face Condition, children generated a verbal label for their emotional reaction, made a face that corresponded to their emotional reaction, and were asked to recall the entire episode. In the Emotion Reinstatement Condition, children labeled their emotional reaction, made a face, and were then asked to reinstate their original emotional reaction as though it were happening in the present. Almost all children recognized and agreed that the precipitating events described by their parents had occurred. Across all emotions, children instructed to use all three emotion cues generated the most detailed, goal-directed, and causally structured accounts, and also recalled more additional experiences associated with each emotion episode. These results show that the quantity, content, and organization of memory for emotional events are affected significantly by reinstatement of the original emotional reaction.
The major purpose of this article is to review and evaluate current knowl-edge-based and process ... more The major purpose of this article is to review and evaluate current knowl-edge-based and process approaches to the study of writing. Because of space , limitations, only certain types of knowledge are considered. Although knowl-edge of spelling, grammar, and punctuation is essential ...
... III. Trabasso, Tom. [DNLM: 1. Affective Disorders—congresses. ... The Development of Anger Ex... more ... III. Trabasso, Tom. [DNLM: 1. Affective Disorders—congresses. ... The Development of Anger Expressions in Infancy 247 Craig R. Stenberg and Joseph J. Campos The Importance of Anger 247 The Facial Expression of Anger to Restraint 267 Conclusions 270 References 280 11. ...
The effects of different modes of verbalization on recognition memory of object detail were exami... more The effects of different modes of verbalization on recognition memory of object detail were examined in first- and third-grade children and adults. The results indicated that both age of the subject and the type of verbalization used during initial picture viewing influenced recognition accuracy for object detail. When compared to nonverbal viewing groups, only specific types of verbalization increased recognition accuracy for third-grade and adult subjects. None of the modes of verbalization was effective in increasing first-grade recognition scores. The results indicate that general statements concerning the facilitating or inhibiting influence of verbalization on recognition memory must be qualified. In addition, the results showed that developmental differences in recognition accuracy are contingent upon the type of strategy used during the encoding process.
In the study of the development of moral judgment and reasoning, the influence of Piaget (1932) a... more In the study of the development of moral judgment and reasoning, the influence of Piaget (1932) and Kohlberg (1969) continues to prevail (see Keasey, 1978, and Rest, in press, for recent examples). One reason for their success is that they were pioneers and broke the ground for others to cultivate. A second reason is that they chose a problem for which there was consensus as to its importance: both men were concerned with one’s developing knowledge about harmful behavior and its personal and social consequences.
APA PsycNET Our Apologies! - The following features are not available with your current Browser c... more APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...
Page 1. Chapter 19 The Early Emergence of Emotional Understanding and Appraisal: Implications for... more Page 1. Chapter 19 The Early Emergence of Emotional Understanding and Appraisal: Implications for Theories of Development Nancy L. Stein University of Chicago, Chicago, IL, USA and Linda J. Levine University of California ...
Journal of Personality and Social Psychology, 1997
Narratives of 30 caregivers were scored for appraisals and coping responses following the death o... more Narratives of 30 caregivers were scored for appraisals and coping responses following the death of their partners from AIDS. Appraisals were identified as valenced beliefs, emotions, and goal outcomes, whereas coping responses included goals and plans of action. The proportion of positive appraisals predicted long-term goals and plans and psychological well-being at both bereavement and 12 months later. Positive appraisals were correlated with positive morale and positive states of mind. The latter were negatively correlated with partner-centered, short-term plans. Positive appraisals were negatively correlated with depressive mood. Caregivers, who reported proportionately more positive appraisals during caregiving and after the loss of their partner, were more likely to have future-and self-oriented goals and plans and to demonstrate positive well-being at bereavement and better recovery 12 months later than were those who reported more negative appraisals. 1 think you have to face reality as it is and you have to face age as it is, and you have to go on and find new motivations in your life and new achievements to survive.-Sophia Loren, as quoted in the Chicago Tribune In this article, we examine appraisal and goal processes associated with psychological well-being in response to the loss of a partner to AIDS.
International Journal of Behavioral Development, Mar 1, 2005
Parents and two children (average ages: 81/2 and 51/2 years) in 76 families each appraised the qu... more Parents and two children (average ages: 81/2 and 51/2 years) in 76 families each appraised the quality of their relationships with one another. Family members described generally positive relationships, both from their own perspectives (e.g., “I am often nice to my mother”) and from the perspectives of their relationship partners (e.g., “My mother is often nice to me”). Sibling relationships were rated less positively than other family relationships. The Social Relations Model was utilised to examine the patterning of family relationships. Actor effects, indicating consistent relationship qualities for each individual family member, were found, especially for ratings of self. Partner effects, indicating consistency in relationships as assessed by others in the family, were present for ratings of the children as relationship partners. Relationship effects were pervasive, indicating that specific family relationships had distinct qualities. Participants’ own ratings suggested that reciprocity would characterise all family relationships, in that strong correlations were found between each person’s rating of self and other, but only the marital and the sibling relationship evidenced relational reciprocity, as assessed by correlations between relationship effects found for relationship partners.
Journal of Experimental Child Psychology, Aug 1, 1995
Preschool children's memory for real life emotion episodes was assessed by first having t... more Preschool children's memory for real life emotion episodes was assessed by first having their parents generate descriptions of recent events where they had actually observed their children experience happiness, sadness, anger, and fear. The 77 preschool children, 42 boys and 33 girls, were then presented with their parents' recollection of each precipitating event and asked to recall everything they could remember about the emotion episode. Instructions for facilitating retrieval varied across four conditions. In the Control Condition, children were presented with a precipitating event and were asked to recall the entire episode, without being given any emotion cue. In the Emotion Label Condition, children were presented with a precipitating event, were asked to generate a verbal label(s) that corresponded to their emotional reaction to the event, and were asked to recall the entire episode. In the Emotion Face Condition, children generated a verbal label for their emotional reaction, made a face that corresponded to their emotional reaction, and were asked to recall the entire episode. In the Emotion Reinstatement Condition, children labeled their emotional reaction, made a face, and were then asked to reinstate their original emotional reaction as though it were happening in the present. Almost all children recognized and agreed that the precipitating events described by their parents had occurred. Across all emotions, children instructed to use all three emotion cues generated the most detailed, goal-directed, and causally structured accounts, and also recalled more additional experiences associated with each emotion episode. These results show that the quantity, content, and organization of memory for emotional events are affected significantly by reinstatement of the original emotional reaction.
The major purpose of this article is to review and evaluate current knowl-edge-based and process ... more The major purpose of this article is to review and evaluate current knowl-edge-based and process approaches to the study of writing. Because of space , limitations, only certain types of knowledge are considered. Although knowl-edge of spelling, grammar, and punctuation is essential ...
... III. Trabasso, Tom. [DNLM: 1. Affective Disorders—congresses. ... The Development of Anger Ex... more ... III. Trabasso, Tom. [DNLM: 1. Affective Disorders—congresses. ... The Development of Anger Expressions in Infancy 247 Craig R. Stenberg and Joseph J. Campos The Importance of Anger 247 The Facial Expression of Anger to Restraint 267 Conclusions 270 References 280 11. ...
The effects of different modes of verbalization on recognition memory of object detail were exami... more The effects of different modes of verbalization on recognition memory of object detail were examined in first- and third-grade children and adults. The results indicated that both age of the subject and the type of verbalization used during initial picture viewing influenced recognition accuracy for object detail. When compared to nonverbal viewing groups, only specific types of verbalization increased recognition accuracy for third-grade and adult subjects. None of the modes of verbalization was effective in increasing first-grade recognition scores. The results indicate that general statements concerning the facilitating or inhibiting influence of verbalization on recognition memory must be qualified. In addition, the results showed that developmental differences in recognition accuracy are contingent upon the type of strategy used during the encoding process.
In order for children to achieve a functional level of scientific understanding, especially in th... more In order for children to achieve a functional level of scientific understanding, especially in the physical sciences such as chemistry, physics, earth sciences, and astronomy , at what age do we begin formal teaching about the physical world, and what do we teach? What is our theoretical approach? Most importantly, how will this theory guide us in creating materials that foster optimal learning in the physical sciences? Finally, what types of instructional strategies should we use, especially for novices who have little or incorrect knowledge about the domain of physical science? These are the primary questions we set out to answer in our research program.
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Papers by Nancy L Stein