Bridging theory of mind and the personal domain: Children's reasoning about resistance to parental control

Child Development

Volumn 81, Issue 2, 2010, Pages 616-635

  Lagattuta, Kristin Hansen ^a   Nucci, Larry ^b   Bosacki, Sandra Leanne ^c  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

^c BROCK UNIVERSITY   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

AGE; ARTICLE; CHILD; CHILD PARENT RELATION; CONFLICT; CONTROL; COOPERATION; DECISION MAKING; FEMALE; HUMAN; INTUITION; MALE; MORALITY; MOTIVATION; PERSONAL CONSTRUCT THEORY; PRESCHOOL CHILD; PSYCHOLOGICAL THEORY;

AGE FACTORS; CHILD; CHILD, PRESCHOOL; CONFLICT (PSYCHOLOGY); COOPERATIVE BEHAVIOR; DECISION MAKING; FEMALE; HUMANS; INTERNAL-EXTERNAL CONTROL; INTUITION; JUDGMENT; MALE; MORAL DEVELOPMENT; MOTIVATION; PARENT-CHILD RELATIONS; PERSONAL CONSTRUCT THEORY; PSYCHOLOGICAL THEORY;

EID: 77954263497     PISSN: 00093920     EISSN: 14678624     Source Type: Journal    
DOI: 10.1111/j.1467-8624.2009.01419.x     Document Type: Article

References (54)

1. Arsenio, W. (1988). Children's conceptions of the situational affective consequences of sociomoral events. Child Development, 59, 1611-1622.
2. Arsenio, W. F., Gold, J., & Adams, E. (2006). Children's conceptions and displays of moral emotions. In M. Killen & J. G. Smetana (Eds.), Handbook of moral development (pp. 581-609). Mahwah, NJ: Erlbaum.
3. Arsenio, W., & Lover, A. (1995). Children's conceptions of sociomoral affect: Happy victimizers, mixed emotions, and other expectancies. In M. Killen & D. Hart (Eds.), Morality in everyday life: Developmental perspectives (pp. 87-128). Cambridge, UK: Cambridge University Press.
4. Atance, C., & O'Neill, D. K. (2005). The emergence of episodic future thinking in humans. Learning and Motivation, 36, 126-144.
5. Erikson, E. H. (1968). Identity: Youth and crisis. Oxford, UK: Norton.
6. Gelman, S. (2003). The essential child: Origins of essentialism in everyday thought. Oxford, UK: Oxford University Press.
7. Gelman, S. A. (2004). Learning words for kinds: Generic noun phrases in acquisition. In D. G. Hall & S. R. Waxman (Eds.), Weaving a lexicon (pp. 445-484). Cambridge, MA: MIT Press.
8. Gelman, S. A., & Heyman, G. D. (1999). Carrot-eaters and creature-believers: The effects of lexicalization on children's inferences about social categories. Psychological Science, 10, 489-493.
9. Grusec, J. E., & Goodnow, J. J. (1994). Impact of parental discipline methods on the child's internalization of values: A reconceptualization of current points of view. Developmental Psychology, 30, 4-19.
10. Harter, S. (1998). The development of self-representations. In W. Damon & N. Eisenberg (Eds.), Handbook of child psychology (Vol. 3, 5th ed., pp. 553-618). New York: Wiley.
11. Harter, S., & Whitesell, N. R. (1989). Developmental changes in children's understanding of single, multiple, and blended emotion concepts. In C. Saarni & P. L. Harris (Eds.), Children's understanding of emotion (pp. 81-116). Cambridge, UK: Cambridge University Press.
12. Hasebe, Y., Nucci, L., & Nucci, M. S. (2004). Parental control of the personal domain and adolescent symptoms of psychopathology: A cross-national study in the United States and Japan. Child Development, 75, 815-828.
13. Heider, F. (1946). Attitudes and cognitive organization. Journal of Psychology, 21, 107-112.
14. Helwig, C. C. (2006). The development of personal autonomy throughout cultures. Cognitive Development, 21, 458-473.
15. Helwig, C. C., Arnold, M. L., Tan, D., & Boyd, D. (2007). Mainland Chinese and Canadian adolescents' judgments and reasoning about the fairness of democratic and other forms of government. Cognitive Development, 22, 96-109.
16. Helwig, C., Yang, S., Nucci, L., Yun, K., & To, S. (2009). Parental control of the personal domain and adolescent symptoms of psychopathology in urban and rural China. Paper presented at the biennial meeting of the Society for Research in Child Development, Denver, CO.
17. Helwig, C. C., Zelazo, P. D., & Wilson, M. (2001). Children's judgments of psychological harm in normal and noncanonical situations. Child Development, 72, 66-81.
18. Higgins, E. T. (1991). Development of self-regulatory and self-evaluative processes: Costs, benefits, and tradeoffs. In M. R. Gunnar & A. L. Sroufe (Eds.), Self processes and development: The Minnesota symposia on child development (Vol. 23, pp. 125-166). Hillsdale, NJ: Erlbaum.
19. Kalish, C. W., & Shiverick, S. M. (2004). Children's reasoning about norms and traits as motives for behavior. Cognitive Development, 19, 401-416.
20. Keller, M., Lourenço, O., Malti, T., & Saalback, H. (2003). The multifaceted phenomenon of "'happy victimizers": A cross-cultural comparison of moral emotions. British Journal of Developmental Psychology, 21, 1-18.
21. Killen, M., & Smetana, J. G. (1999). Social interactions in preschool classrooms and the development of young children's conceptions of the personal. Child Development, 70, 486-501.
22. Kochanska, G., & Aksan, N. (2006). Children's conscience and self-regulation. Journal of Personality, 74, 1587-1617.
23. Kusserow, A. S. (2004). American individualisms: Child rearing and social class in three neighborhoods. New York: Palgrave Macmillan.
24. Lagattuta, K. H. (2005). When you shouldn't do what you want to do: Young children's understanding of desires, rules, and emotions. Child Development, 76, 713-733.
25. Lagattuta, K. H. (2007). Thinking about the future because of the past: Young children's knowledge about the causes of worry and preventative decisions. Child Development, 78, 1492-1509.
26. Lagattuta, K. H. (2008). Young children's understanding of the influence of thoughts on emotions in rule situations. Developmental Science, 11, 809-818.
27. Lourenço, O. (1997). Children's attributions of moral emotions to victimizers: Some data, doubts and suggestions. British Journal of Developmental Psychology, 15, 425-438.
28. Nucci, L. P. (1981). Conceptions of personal issues: A domain distinct from moral or societal concepts. Child Development, 52, 114-121.
29. Nucci, L. P. (1994). Mothers' beliefs regarding the personal domain of children. In J. G. Smetana (Ed.), Beliefs about parenting: Origins and developmental implications (pp. 81-97). San Francisco: Jossey-Bass.
30. Nucci, L. P. (1996). Morality and personal freedom. In E. S. Reed, E. Turiel, & T. Brown (Eds.), Values and knowledge (pp. 41-60). Mahwah, NJ: Erlbaum.
31. Nucci, L. P. (2001). Education in the moral domain. New York: Cambridge University Press.
32. Nucci, L. P. (2006). Education for moral development. In M. Killen & J. G. Smetana (Eds.), Handbook of moral development (pp. 657-682). Mahwah, NJ: Erlbaum.
33. Nucci, L. P., Camino, C., & Sapiro, C. M. (1996). Social class effects on northeastern Brazilian children's conceptions of areas of personal choice and social regulation. Child Development, 67, 1223-1242.
34. Nucci, L. P., & Smetana, J. G. (1996). Mothers' concept of young children's areas of personal freedom. Child Development, 67, 1870-1886.
35. Nucci, L. P., & Turiel, E. (2000). The moral and the personal: Sources of social conflicts. In L. P. Nucci, G. B. Saxe, & E. Turiel (Eds.), Culture, thought, and development (pp. 115-137). Mahwah, NJ: Erlbaum.
36. Nucci, L. P., & Weber, E. K. (1995). Social interactions in the home and the development of young children's conceptions of the personal. Child Development, 66, 1438-1452.
37. Nunner-Winkler, G., & Sodian, B. (1988). Children's understanding of moral emotions. Child Development, 59, 1323-1338.
38. Piaget, J. (1962). Will and action. Bulletin of the Menninger Clinic, 26, 138-145.
39. Ruble, D. N., & Frey, K. S. (1991). Changing patterns of comparative behavior as skills are acquired: A functional model of self-evaluation. In J. Suls & T. Wills (Eds.), Social comparison: Contemporary theory and research (pp. 79-113). Hillsdale, NJ: Erlbaum.
40. Shaw, L. A., & Wainryb, C. (2006). When victims don't cry: Children's understandings of victimization, compliance, and subversion. Child Development, 77, 1050-1062.
41. Smetana, J. G. (2002). Culture, autonomy, and personal jurisdiction in adolescent-parent relationships. In R. V. Kail & H. W. Reese (Eds.), Advances in child development and behavior (Vol. 29, pp. 51-87). San Diego, CA: Academic Press.
42. Smetana, J. (2005). Adolescent-parent conflict: Resistance and subversion as developmental process. In L. Nucci (Ed.), Conflict, contradiction, and contrarian elements in moral development and education (pp. 69-92). Mahwah, NJ: Erlbaum.
43. Smetana, J. (2006). Social-cognitive domain theory: Consistencies and variations in children's moral and social judgments. In M. Killen & J. G. Smetana (Eds.), Handbook of moral development (pp. 119-154). Mahwah, NJ: Erlbaum.
44. Stein, N. L., & Levine, L. J. (1989). The causal organization of emotional knowledge: A developmental study. Cognition and Emotion, 3, 343-378.
45. Thompson, R. A., Meyer, S., & McGinley, M. (2006). Understanding values in relationships: The development of conscience. In M. Killen & J. G. Smetana (Eds.), Handbook of moral development (pp. 267-297). Mahwah, NJ: Erlbaum.
46. Tisak, M. S. (1993). Preschool children's judgments of moral and personal events involving physical harm and property damage. Merrill-Palmer Quarterly, 39, 375-390.
47. Turiel, E. (2002). The culture of morality: Social development, context, and conflict. New York: Cambridge University Press.
48. Wellman, H. M. (1990). The child's theory of mind. Cambridge, MA: MIT Press.
49. Wellman, H. M., & Banerjee, M. (1991). Mind and emotion: Children's understanding of the emotional consequences of beliefs and desires. British Journal of Developmental Psychology, 9, 191-214.
50. Wellman, H. M., & Lagattuta, K. H. (2000). Developing understandings of mind. In S. Baron-Cohen, H. Tager-Flusberg, & D. Cohen (Eds.), Understanding other minds: Perspectives from developmental cognitive neuroscience (2nd ed., pp. 21-49). New York: Oxford University Press.
51. Wellman, H. M., & Liu, D. (2004). Scaling of theory-ofmind tasks. Child Development, 75, 523-541.
52. Wellman, H. M., & Miller, J. G. (2008). Including deontic reasoning as fundamental to theory of mind. Human Development, 51, 105-135.
53. Werner, H. & Kaplan, B. (1963). Symbol formation. Oxford, UK: Wiley.
54. Zelazo, P. D., & Mueller, U. (2002). Executive function in typical and atypical development. In U. Goswami (Ed.), Blackwell handbook of childhood cognitive development (pp. 445-469). Malden, MA: Blackwell.