Sheryl L Olson
Biographic Data
| ID | 226378 |
|---|---|
| NAME | Sheryl L Olson |
| GIVEN NAMES | Sheryl L |
| FAMILY NAME | Olson |
| SIGNATURE | OLSON S L |
| AFFILIATIONS | University of Michigan |
| ORCID | 0000-0002-2457-2607 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 95 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1984 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 5 |
Examining Malaysian mothers' causal attributions of maladaptive externalizing and internalizing behaviors in young children
Parents’ ethnotheories of the nature and causes of children’s misbehaviors: A comparison of mothers across two cultures
Across all cultures, parents have intuitive ideas (“ethnotheories”) of what undesirable child characteristics are as well as how to explain them. Yet there have been relatively few cross-cultural comparisons of parents’ ethnotheories about the nature and causes of child misbehavior. 108 mothers of 5-year-old children from the United States ( N = 52; M age = 5.26, SD = 0.07) and mainland China ( N = 56; M age = 5.31, SD = 0.20) were recruited to p…
Parents’ cultural beliefs about maladaptive behavior in young children: A comparison across two cultures
Parents’ cultural beliefs are associated with their children’s socialization and development. Researchers have examined these associations through the lens of parents’ ethnotheories, which refer to parents’ implicit beliefs about children’s developmentally appropriate behavior. In contrast to prior work focused on parents’ ethnotheories of desirable behaviors and qualities, there has been a considerable lack of research examining ethnotheories ab…
Child Effortful Control as a Moderator of the Effects of Parenting on Children’s Behavioral Adjustment: A Longitudinal Study Spanning 3 to 10 Years
Don’t touch: Developmental trajectories of toddlers’ behavioral regulation related to older siblings’ behaviors and parental discipline
Behavioral regulation is one of the key developmental skills children acquire during early childhood. Previous research has focused primarily on the role of parents as socializing agents in this process, yet it is likely that older siblings also are influential given the numerous daily interactions between siblings. This exploratory longitudinal study investigated developmental heterogeneity in behavioral regulation during toddlerhood and the ear…
The role of dynamic, dyadic parent–child processes in parental socialization of emotion
We investigated what a dyadic framework added to Eisenberg, Cumberland, and Spinrad's (1998) parental emotion socialization model based on the argument that the dynamic organization of emotion in the dyad is more than the sum of its parts and thus makes a unique contribution to emotion socialization. Preschoolers (N = 235) completed challenging problem-solving tasks with mothers and fathers, during which parental emotion-related socialization beh…
Early socialization of hostile attribution bias: The roles of parental attributions, parental discipline, and child attributes
The goal of this study was to examine child and parent predictors of children's hostile attribution bias (HAB) with a particular focus on exploring the associations between parents' early attribution of child misbehavior and children's HAB in the transition to school-age. Participants were 241 children (118 girls) of middle-income families who were at risk for school-age conduct problems. Multi-method, multi-informant data were collected on mater…
Early risk pathways to physical versus relational peer aggression: The interplay of externalizing behavior and corporal punishment varies by child sex
Children who aggress against their peers may use physical or relational forms, yet little research has looked at early childhood risk factors and characteristics that uniquely predict high levels of relational versus physical aggression in preadolescence. Accordingly, the main aim of our study was to link early corporal punishment and externalizing behavior to children's physical and relational peer aggression during preadolescence and to examine…
Defiant Behavior During Infancy and Early Childhood
Country, sex, and parent occupational status: Moderators of the continuity of aggression from childhood to adulthood
Using data from two American and one Finnish long-term longitudinal studies, we examined continuity of general aggression from age 8 to physical aggression in early adulthood (age 21-30) and whether continuity of aggression differed by country, sex, and parent occupational status. In all samples, childhood aggression was assessed via peer nominations and early adulthood aggression via self-reports. Multi-group structural equation models revealed …
Developmental precursors of young school-age children’s hostile attribution bias
This prospective longitudinal study provides evidence of preschool-age precursors of hostile attribution bias in young school-age children, a topic that has received little empirical attention. We examined multiple risk domains, including laboratory and observational assessments of children's social-cognition, general cognitive functioning, effortful control, and peer aggression. Preschoolers (N = 231) with a more advanced theory-of-mind, better …
The interplay of externalizing problems and physical and inductive discipline during childhood
Children who are physically disciplined are at elevated risk for externalizing problems. Conversely, maternal reasoning and reminding of rules, or inductive discipline, is associated with fewer child externalizing problems. Few studies have simultaneously examined bidirectional associations between these forms of discipline and child adjustment using cross-informant, multimethod data. We hypothesized that less inductive and more physical discipli…
Relations between temperament and theory of mind development in the United States and China: Biological and behavioral correlates of preschoolers' false-belief understanding
The emotional reactivity hypothesis holds that, over the course of phylogeny, the selection of animals with less reactive temperaments supported the development of sophisticated social-cognitive skills in several species, including humans (Hare, 2007). In the ontogenetic human case, an emotional reactivity hypothesis predicts that children with less reactive temperaments will reach certain milestones in theory-of-mind (ToM) development more quick…
Mothers' and Fathers' Use of Internal State Talk with their Young Children
The present study extends previous results demonstrating a relation between maternal discourse and child social understanding to include paternal discourse. Emotion understanding (EU) and theory of mind (ToM) were considered as two distinctive aspects of social understanding. Participants were 106 children (54 boys and 52 girls) studied at 3.5 and 5 years. Discourse measures came from separate parent–child conversations during a picture‐book task…
The Intergenerational Transmission of Physical Punishment: Differing Mechanisms in Mothers’ and Fathers’ Endorsement
Concepts of Adaptive and Maladaptive Child Behavior: A Comparison of U.S. and Japanese Mothers of Preschool-Age Children
Maternal concepts of desirable and undesirable child characteristics were compared across two contrastive cultures: Japan and the United States. Sixty mothers of preschool-age children, half from Japan and half from the United States, were asked to describe the behavioral characteristics they found most desirable and undesirable in young children and to choose one characteristic in each list that they considered most highly positive or negative. …
Socioenvironmental and individual correlates of psychological adjustment in low-income single mothers
Relationships among psychological adjustment, levels of perceived and actual social support, and perceptions of childhood familial adversity were examined among 52 low-income single mothers of preschoolers. Women showing high levels of psychological adjustment tended to perceive their supports more positively, but often reported lower levels of support than their more distressed counterparts. However, perceptions of childhood familial adversity w…
The effects of sex-role taking on children's responses to aggressive conflict situations
Mother-infant interaction and the development of individual differences in children's cognitive competence
Mother–infant interaction and the development of individual differences in children's cognitive competence
Mother–infant interaction and the development of individual differences in children's cognitive competence
The interplay of externalizing problems and physical and inductive discipline during childhood
Children who are physically disciplined are at elevated risk for externalizing problems. Conversely, maternal reasoning and reminding of rules, or inductive discipline, is associated with fewer child externalizing problems. Few studies have simultaneously examined bidirectional associations between these forms of discipline and child adjustment using cross-informant, multimethod data. We hypothesized that less inductive and more physical discipli…
Mothers' and Fathers' Use of Internal State Talk with their Young Children
The present study extends previous results demonstrating a relation between maternal discourse and child social understanding to include paternal discourse. Emotion understanding (EU) and theory of mind (ToM) were considered as two distinctive aspects of social understanding. Participants were 106 children (54 boys and 52 girls) studied at 3.5 and 5 years. Discourse measures came from separate parent–child conversations during a picture‐book task…
The role of dynamic, dyadic parent–child processes in parental socialization of emotion
We investigated what a dyadic framework added to Eisenberg, Cumberland, and Spinrad's (1998) parental emotion socialization model based on the argument that the dynamic organization of emotion in the dyad is more than the sum of its parts and thus makes a unique contribution to emotion socialization. Preschoolers (N = 235) completed challenging problem-solving tasks with mothers and fathers, during which parental emotion-related socialization beh…
Developmental precursors of young school-age children’s hostile attribution bias
This prospective longitudinal study provides evidence of preschool-age precursors of hostile attribution bias in young school-age children, a topic that has received little empirical attention. We examined multiple risk domains, including laboratory and observational assessments of children's social-cognition, general cognitive functioning, effortful control, and peer aggression. Preschoolers (N = 231) with a more advanced theory-of-mind, better …
Don’t touch: Developmental trajectories of toddlers’ behavioral regulation related to older siblings’ behaviors and parental discipline
Behavioral regulation is one of the key developmental skills children acquire during early childhood. Previous research has focused primarily on the role of parents as socializing agents in this process, yet it is likely that older siblings also are influential given the numerous daily interactions between siblings. This exploratory longitudinal study investigated developmental heterogeneity in behavioral regulation during toddlerhood and the ear…
Relations between temperament and theory of mind development in the United States and China: Biological and behavioral correlates of preschoolers' false-belief understanding
The emotional reactivity hypothesis holds that, over the course of phylogeny, the selection of animals with less reactive temperaments supported the development of sophisticated social-cognitive skills in several species, including humans (Hare, 2007). In the ontogenetic human case, an emotional reactivity hypothesis predicts that children with less reactive temperaments will reach certain milestones in theory-of-mind (ToM) development more quick…
The Intergenerational Transmission of Physical Punishment: Differing Mechanisms in Mothers’ and Fathers’ Endorsement
Concepts of Adaptive and Maladaptive Child Behavior: A Comparison of U.S. and Japanese Mothers of Preschool-Age Children
Maternal concepts of desirable and undesirable child characteristics were compared across two contrastive cultures: Japan and the United States. Sixty mothers of preschool-age children, half from Japan and half from the United States, were asked to describe the behavioral characteristics they found most desirable and undesirable in young children and to choose one characteristic in each list that they considered most highly positive or negative. …
Early risk pathways to physical versus relational peer aggression: The interplay of externalizing behavior and corporal punishment varies by child sex
Children who aggress against their peers may use physical or relational forms, yet little research has looked at early childhood risk factors and characteristics that uniquely predict high levels of relational versus physical aggression in preadolescence. Accordingly, the main aim of our study was to link early corporal punishment and externalizing behavior to children's physical and relational peer aggression during preadolescence and to examine…
Mother-infant interaction and the development of individual differences in children's cognitive competence
The effects of sex-role taking on children's responses to aggressive conflict situations
Mother-infant interaction and the development of individual differences in children's cognitive competence
Mother–infant interaction and the development of individual differences in children's cognitive competence
Socioenvironmental and individual correlates of psychological adjustment in low-income single mothers
Relationships among psychological adjustment, levels of perceived and actual social support, and perceptions of childhood familial adversity were examined among 52 low-income single mothers of preschoolers. Women showing high levels of psychological adjustment tended to perceive their supports more positively, but often reported lower levels of support than their more distressed counterparts. However, perceptions of childhood familial adversity w…
Concepts of Adaptive and Maladaptive Child Behavior: A Comparison of U.S. and Japanese Mothers of Preschool-Age Children
Maternal concepts of desirable and undesirable child characteristics were compared across two contrastive cultures: Japan and the United States. Sixty mothers of preschool-age children, half from Japan and half from the United States, were asked to describe the behavioral characteristics they found most desirable and undesirable in young children and to choose one characteristic in each list that they considered most highly positive or negative. …
The Intergenerational Transmission of Physical Punishment: Differing Mechanisms in Mothers’ and Fathers’ Endorsement
Mothers' and Fathers' Use of Internal State Talk with their Young Children
The present study extends previous results demonstrating a relation between maternal discourse and child social understanding to include paternal discourse. Emotion understanding (EU) and theory of mind (ToM) were considered as two distinctive aspects of social understanding. Participants were 106 children (54 boys and 52 girls) studied at 3.5 and 5 years. Discourse measures came from separate parent–child conversations during a picture‐book task…
Developmental precursors of young school-age children’s hostile attribution bias
This prospective longitudinal study provides evidence of preschool-age precursors of hostile attribution bias in young school-age children, a topic that has received little empirical attention. We examined multiple risk domains, including laboratory and observational assessments of children's social-cognition, general cognitive functioning, effortful control, and peer aggression. Preschoolers (N = 231) with a more advanced theory-of-mind, better …
The interplay of externalizing problems and physical and inductive discipline during childhood
Children who are physically disciplined are at elevated risk for externalizing problems. Conversely, maternal reasoning and reminding of rules, or inductive discipline, is associated with fewer child externalizing problems. Few studies have simultaneously examined bidirectional associations between these forms of discipline and child adjustment using cross-informant, multimethod data. We hypothesized that less inductive and more physical discipli…
Relations between temperament and theory of mind development in the United States and China: Biological and behavioral correlates of preschoolers' false-belief understanding
The emotional reactivity hypothesis holds that, over the course of phylogeny, the selection of animals with less reactive temperaments supported the development of sophisticated social-cognitive skills in several species, including humans (Hare, 2007). In the ontogenetic human case, an emotional reactivity hypothesis predicts that children with less reactive temperaments will reach certain milestones in theory-of-mind (ToM) development more quick…
Country, sex, and parent occupational status: Moderators of the continuity of aggression from childhood to adulthood
Using data from two American and one Finnish long-term longitudinal studies, we examined continuity of general aggression from age 8 to physical aggression in early adulthood (age 21-30) and whether continuity of aggression differed by country, sex, and parent occupational status. In all samples, childhood aggression was assessed via peer nominations and early adulthood aggression via self-reports. Multi-group structural equation models revealed …
Defiant Behavior During Infancy and Early Childhood
Early socialization of hostile attribution bias: The roles of parental attributions, parental discipline, and child attributes
The goal of this study was to examine child and parent predictors of children's hostile attribution bias (HAB) with a particular focus on exploring the associations between parents' early attribution of child misbehavior and children's HAB in the transition to school-age. Participants were 241 children (118 girls) of middle-income families who were at risk for school-age conduct problems. Multi-method, multi-informant data were collected on mater…
Early risk pathways to physical versus relational peer aggression: The interplay of externalizing behavior and corporal punishment varies by child sex
Children who aggress against their peers may use physical or relational forms, yet little research has looked at early childhood risk factors and characteristics that uniquely predict high levels of relational versus physical aggression in preadolescence. Accordingly, the main aim of our study was to link early corporal punishment and externalizing behavior to children's physical and relational peer aggression during preadolescence and to examine…
Don’t touch: Developmental trajectories of toddlers’ behavioral regulation related to older siblings’ behaviors and parental discipline
Behavioral regulation is one of the key developmental skills children acquire during early childhood. Previous research has focused primarily on the role of parents as socializing agents in this process, yet it is likely that older siblings also are influential given the numerous daily interactions between siblings. This exploratory longitudinal study investigated developmental heterogeneity in behavioral regulation during toddlerhood and the ear…
The role of dynamic, dyadic parent–child processes in parental socialization of emotion
We investigated what a dyadic framework added to Eisenberg, Cumberland, and Spinrad's (1998) parental emotion socialization model based on the argument that the dynamic organization of emotion in the dyad is more than the sum of its parts and thus makes a unique contribution to emotion socialization. Preschoolers (N = 235) completed challenging problem-solving tasks with mothers and fathers, during which parental emotion-related socialization beh…
Child Effortful Control as a Moderator of the Effects of Parenting on Children’s Behavioral Adjustment: A Longitudinal Study Spanning 3 to 10 Years
Examining Malaysian mothers' causal attributions of maladaptive externalizing and internalizing behaviors in young children
Parents’ ethnotheories of the nature and causes of children’s misbehaviors: A comparison of mothers across two cultures
Across all cultures, parents have intuitive ideas (“ethnotheories”) of what undesirable child characteristics are as well as how to explain them. Yet there have been relatively few cross-cultural comparisons of parents’ ethnotheories about the nature and causes of child misbehavior. 108 mothers of 5-year-old children from the United States ( N = 52; M age = 5.26, SD = 0.07) and mainland China ( N = 56; M age = 5.31, SD = 0.20) were recruited to p…
Parents’ cultural beliefs about maladaptive behavior in young children: A comparison across two cultures
Parents’ cultural beliefs are associated with their children’s socialization and development. Researchers have examined these associations through the lens of parents’ ethnotheories, which refer to parents’ implicit beliefs about children’s developmentally appropriate behavior. In contrast to prior work focused on parents’ ethnotheories of desirable behaviors and qualities, there has been a considerable lack of research examining ethnotheories ab…
Developmental psychology (20 works) · Psychology (20 works) · Social Psychology (17 works) · Child and Adolescent Psychosocial and Emotional Development (15 works) · Social Psychology (13 works) · Child Abuse and Trauma (7 works) · Attachment and Relationship Dynamics (5 works) · Cognition (5 works) · Early Childhood Education and Development (5 works) · Personality (5 works)