Young Girls' Social Understanding: Emergent interpersonal expertise

High Ability Studies

Volumn 12, Issue 1, 2001, Pages 113-126

  Porath, Marion ^a  

^a UNIVERSITY OF BRITISH COLUMBIA   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0344956865     PISSN: 13598139     EISSN: None     Source Type: Journal    
DOI: 10.1080/13598130125002     Document Type: Article

References (42)

1. ABROMS, K. I., & GOLLIN, J. B. (1980). Developmental study of gifted preschool children and measures of prosocial giftedness. Exceptional Children, 46, 334-341.
2. BATTISTICH, V., WATSON, M., SOLOMON, D., SCHAPS, E. & SOLOMON, J. (1991). The Child Development Project: A comprehensive program for the development of prosocial character. In W. M. KURTINES & J. L. GEWIRTZ (Eds.), Handbook of moral behavior and development: Vol. 3. Application. Hillsdale, NJ: Lawrence Erlbaum.
3. BRUCHOWSKY, M. (1992). The development of empathic cognition in middle and early childhood. In R. CASE (Ed.), The mind's staircase: Exploring the conceptual underpinnings of children's thought and knowledge (pp. 153-170). Hillsdale, NJ: Lawrence Erlbaum.
4. BRUNER, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.
5. BRUNER, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.
6. CASE, R. (1991). A developmental approach to the design of remedial instruction. In A. MCKEOUGH & J. L. LUPART (Eds.), Toward the practice of a theory-based instruction: Current cognitive theories and their educational promise (pp. 117-147). Hillsdale, NJ: Lawrence Erlbaum.
7. CASE, R. (1992). The mind's staircase: Exploring the conceptual underpinnings of children's thought and knowledge. Hillsdale, NJ: Lawrence Erlbaum.
8. CASE, R., & OKAMOTO, Y. (Eds.) (1996). The role of central conceptual structures in the development of children's thought. Monographs of the Society for Research in Child Development, 61 (1-2, Serial No. 246).
9. CHANDLER, M. J. (1982). Social cognition and social structure. In F. C. SERAFICA (Ed.), Social cognitive development in context (pp. 222-239). New York: Guilford Press.
10. DENHAM, S. A., BOURIL, B. & BELOUAD, F. (1994). Preschoolers' affect and cognition about challenging peer situations. Child Study Journal, 24 (1), 29-44.
11. DONALDSON, M. (1989). The mismatch between school and children's minds. Human Nature, March, 155-159.
12. EISENBERG, N. (1992). The caring child. Cambridge, MA: Harvard University Press.
13. EISENBERG, N., MARTIN, C. L. & FABES, R. A. (1996). Gender development and gender effects. In D. C. BERLINER & R. C. CALFEE (Eds.), Handbook of educational psychology (pp. 358-396). New York: Macmillan.
14. FIELD, T. & WALDEN, T. (1982). Prediction and discrimination of facial expressions by preschool children. Child Development, 53, 1299-1311.
15. FISCHER, K. W. & CANFIELD, R. L. (1986). The ambiguity of stage and structure of behavior: Person and environment in the development of psychological structure. In I. LEVIN (Ed.), Stage and structure: Reopening the debate (pp. 246-267). Norwood, NJ: Ablex.
16. FISCHER, K. W. & PIPP, S. L. (1984). Processes of cognitive development: Optimal level and skill acquisition. In R. J. STERNBERG (Ed.), Mechanisms of cognitive development (pp. 45-80). New York: W. H. Freeman.
17. FISCHER, K. W., KNIGHT, C. C. & VAN PARYS, M. (1993). Analyzing diversity in developmental pathways: Methods and concepts. In R. CASE & W. EDELSTEIN (Eds.), The new structuralism in cognitive development: Theory and research on individual pathways (pp. 33-56). Basel: Karger.
18. FORD, M. E. & TISAK, M. S. (1983). A further search for social intelligence. Journal of Educational Psychology, 75, 196-206.
19. GARDNER, H. (1983). Frames of mind. The theory of multiple intelligences. New York: Basic Books.
20. GARDNER, H. & HATCH, T. (1989). Multiple intelligences go to school: Educational implications of the theory of multiple intelligences. Educational Researcher, 18(8), 4-10.
21. GLOBERSON, T. (1989). What is the relationship between cognitive style and cognitive development? In T. GLOBERSON & T. ZELNIKER (Eds.), Cognitive style and cognitive development (pp. 71-85). Norwood, NJ: Ablex.
22. GOLDBERG-REITMAN, J. (1992). Young girls' conception of their mother's role: A neo-structural analysis. In R. CASE (Ed.), The mind's staircase: Exploring the conceptual underpinnings of children's thought and knowledge (pp. 135-151). Hillsdale, NJ: Lawrence Erlbaum.
23. GRIFFIN, S. (1992). Young children's awareness of their inner world: A neo-structural analysis of the development of intrapersonal intelligence. In R. CASE (Ed.), The mind's staircase: Exploring the conceptual underpinnings of children's thought and knowledge (pp. 189-206). Hillsdale, NJ: Lawrence Erlbaum.
24. GRIFFIN, S., CASE, R. & SIEGLER, R. (1994). Rightstart: Providing the central conceptual prerequisites for first formal learning of arithmetic to students at risk for failure. In K. MCGILLY (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice. Cambridge, MA: MIT Press.
25. GROSS, A. L. & BALLIF, B. (1991). Children's understanding of emotion from facial expressions and situations: A review. Developmental Review, 11, 368-398.
26. HARTER, S. (1983). Children's understanding of multiple emotions: A cognitive-developmental approach. In W. F. OVERTON (Ed.), The relationship between social and cognitive development (pp. 147-194). Hillsdale, NJ: Lawrence Erlbaum.
27. HOROWITZ, F. D. & O'BRIEN, M. (1986). Gifted and talented children: State of knowledge and directions for research. American Psychologist, 41, 1147-1152.
28. JACKSON, N. E. & BUTTERFIELD, E. C. (1986). A conception of giftedness designed to promote research. In R. J. STERNBERG & J. E. DAVIDSON (Eds.), Conception of giftedness (pp. 151-181). New York: Cambridge University Press.
29. JANOS, P. M. & ROBINSON, N. M. (1985). Psychosocial development in intellectually gifted children. In F. D. HOROWITZ & M. O'BRIEN (Eds.), The gifted and talented: Developmental perspectives (pp. 149-195). Washington, DC: American Psychological Association.
30. MASTEN, A. S. & COATSWORTH, J. D. (1998). The development of competence in favorable and unfavorable environments: Lessons from research on successful children. American Psychologist, 53, 205-220.
31. MATTHEWS, D. (1995). Developmental diversity and giftedness: Identifying giftedness by domains. Paper presented at the National Association of School Psychologists' Annual Convention, Chicago, IL.
32. MCKEOUGH, A. (1992a). A neo-structural analysis of children's narrative and its development. In R. CASE (Ed.), The mind's staircase: Exploring the conceptual underpinnings of children's thought and knowledge (pp. 171-188). Hillsdale, NJ: Lawrence Erlbaum.
33. MCKEOUGH, A. (1992b). Testing for the presence of a central social structure: Use of the transfer paradigm. In R. CASE (Ed.), The mind's staircase: Exploring the conceptual underpinnings of children's thought and knowledge (pp. 207-225). Hillsdale, NJ: Lawrence Erlbaum.
34. MEICHENBAUM, D. & BIEMILLER, A. (1998). Nurturing independent learners. Helping students take charge of their learning. Cambridge, MA: Brookline Books.
35. PORATH, M. (1991). Educational implications of a developmental perspective on giftedness. Exceptionality Education Canada, 1 (4), 61-76.
36. PORATH, M. (1992). Stage and structure in the development of children with various types of "giftedness". In R. CASE (Ed.), The mind's staircase: Exploring the conceptual underpinnings of children's thought and knowledge (pp. 303-317). Hillsdale, NJ: Lawrence Erlbaum.
37. PORATH, M. (1996). Narrative performance in verbally gifted children. Journal for the Education of the Gifted, 19, 276-292.
38. PORATH, M. (1997). A developmental model of artistic giftedness in middle childhood. Journal for the Education of the Gifted, 20, 201-223.
39. PORATH, M. (1998, June). Young children's interpersonal understanding: The social map in the first year of school. Paper presented at the Canadian Society for the Study of Education, University of Ottawa.
40. TAYLOR, E. H. & CADET, J. L. (1989). Social intelligence: A neurological system? Psychological Reports, 64, 423-444.
41. TERWOGT, M. & OLTHOF, T. (1989). Awareness and self-regulation of emotion in young children. In C. SAARNI & P. HARRIS (Eds.), Children's understanding of emotion (pp. 209-237). New York: Cambridge University Press.
42. WEBB, R. A. (1974). Concrete and formal operations in very bright 6-to 11-year-olds. Human Development, 17, 292-300.