Willard W Hartup
Biographic Data
| ID | 240001 |
|---|---|
| NAME | Willard W Hartup |
| GIVEN NAMES | Willard W |
| FAMILY NAME | Hartup |
| SIGNATURE | HARTUP W W |
| AFFILIATIONS | University of Minnesota |
| VERIFIED | No |
| TOTAL WORKS | 28 |
| TOTAL CITATIONS | 374 |
| AUTHOR COUNT | 27 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1959 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 8 |
Origins of Aggression
Toward Understanding Mutual Antipathies in Childhood and Adolescence
Relationships based on aversion and antipathy may turn out to have major developmental implications, but more refined analysis is needed to support this assertion
Heterogeneity among peer-rejected boys across middle childhood: Developmental pathways of social behavior
The purpose of this longitudinal study was to identify subgroups of rejected boys with different developmental pathways of aggression and prosocial behavior across the elementary school years. Peer, teacher, and parent reports and behavior observations yielded composite scores for aggression and prosocial behavior at 3 measurement waves. A cluster analysis with these composites on 87 initially rejected boys identified 4 subgroups with different d…
Peer Experience: Common and Unique Features of Number of Friendships, Social Network Centrality, and Sociometric Status
Three conceptually distinct dimensions of classroom social position (number of mutual friendships, social network centrality, and sociometric status) were examined in relation to each other and to peer‐nominated behavioral reputation among 205 7‐ and 8‐year old children. There were moderate correlations in children’s standing across the three dimensions, but categorical analyses underscored the limits to these associations (e.g., 39% of Rejected …
Imaginary companions of preschool children
The developmental significance of preschool children's imaginary companions was examined. Mothers of 78 children were interviewed about their children's social environments and imaginary companions (if their children had them). Results revealed differences between invisible companions and personified objects (e.g., stuffed animals or dolls) in terms of the pretend friends' stability and ubiquity, identity, and relationship with the child. Relatio…
Friendships and Adaptation Across the Life Span
Friends foster self-esteem and a sense of well-being, socialize one another, and support one another in coping with developmental transitions and life stress. Friends engage in different activities with one another across the life span, but friendship is conceived similarly by children and adults. Friends and friendships, however, are not all alike. The developmental significance of having friends depends on the characteristics of the friends, es…
Friendships and adaptation in the life course
To consider friendships and their significance through the life course requires, first, differentiation of deep structure (i.e., reciprocity) from surface structure (i.e., the social exchange) and, second, assessment within a multifaceted framework that simultaneously emphasizes having friends, the identity of one's friends, and relationship quality. Having friends is correlated with a sense of well being across the life span, but developmental o…
The Company They Keep: Friendships and Their Developmental Significance
The Three Faces of Friendship
This article sets out to establish a clear distinction between having friends, the identity of one's friends and friendship quality in children and adolescents. Problems regarding identifying children's friends, the significance of having friends and the quality of friendships in relation to developmental outcome are examined. The author urges the adoption of sounder measures of multidimensional assessment and more comprehensive, longer-term long…
Adolescents and their friends
Conflict in child and adolescent development
Although conflict in human affairs has fascinated theorists and researchers for centuries, this is the first book that focuses on the role of conflict in psychological and social development. Leading scholars in developmental and clinical psychology present findings from psychology, anthropology, sociology, sociolinguistics, and family relations to provide an intriguing picture of what is known about conflict in development and a preview of futur…
Early peer relations: Developmental significance and prognostic implications
Social relationships and their developmental significance
Friendship and aggressiveness as determinants of conflict outcomes in middle childhood
The attributions and responses of aggressive and nonaggressive boys to ambiguously intended actions of friends and nonfriends were examined. Thirty-seven aggressive and 37 nonaggressive third- and fifth-grade boys were presented with descriptions of encounters between peers in which child experienced a negative outcome as the result of the ambiguously intended actions of another. Neither aggressive nor nonaggressive subjects were influenced by th…
Conflict and the Friendship Relations of Young Children
Relationships and development
The social worlds of childhood
The social worlds of childhood
The Young Child: Reviews of Research
Aggression in childhood: Developmental perspectives
The needs of young children and research: Psychosocial development revisited
1973). The needs of young children and research: Psychosocial development revisited. Theory Into Practice: Vol. 12, The Early Years of Childhood, pp. 129-136
Interrelations in the attachment behavior of human infants
The stability of attachment behaviors in the human infant
The stability of eight attachment behaviors was investigated in two samples of infants. One sample observed at 10 and 14 months ot age, the other sample at 14 and 18 months. For each testing period, the infants were observed during two sessions: (a) in the presence of the mother; and (b) before, during, and after a brief separation experience. Correlational analyses were performed to assess within-session stability, day-to-day stability, and stab…
Early Childhood Education and Research- Significance and Needs
Age and verbalization in observational learning
Friendships and adaptation in the life course
To consider friendships and their significance through the life course requires, first, differentiation of deep structure (i.e., reciprocity) from surface structure (i.e., the social exchange) and, second, assessment within a multifaceted framework that simultaneously emphasizes having friends, the identity of one's friends, and relationship quality. Having friends is correlated with a sense of well being across the life span, but developmental o…
Peer Experience: Common and Unique Features of Number of Friendships, Social Network Centrality, and Sociometric Status
Three conceptually distinct dimensions of classroom social position (number of mutual friendships, social network centrality, and sociometric status) were examined in relation to each other and to peer‐nominated behavioral reputation among 205 7‐ and 8‐year old children. There were moderate correlations in children’s standing across the three dimensions, but categorical analyses underscored the limits to these associations (e.g., 39% of Rejected …
Aggression in childhood: Developmental perspectives
Heterogeneity among peer-rejected boys across middle childhood: Developmental pathways of social behavior
The purpose of this longitudinal study was to identify subgroups of rejected boys with different developmental pathways of aggression and prosocial behavior across the elementary school years. Peer, teacher, and parent reports and behavior observations yielded composite scores for aggression and prosocial behavior at 3 measurement waves. A cluster analysis with these composites on 87 initially rejected boys identified 4 subgroups with different d…
Age and verbalization in observational learning
Imaginary companions of preschool children
The developmental significance of preschool children's imaginary companions was examined. Mothers of 78 children were interviewed about their children's social environments and imaginary companions (if their children had them). Results revealed differences between invisible companions and personified objects (e.g., stuffed animals or dolls) in terms of the pretend friends' stability and ubiquity, identity, and relationship with the child. Relatio…
Friendship and aggressiveness as determinants of conflict outcomes in middle childhood
The attributions and responses of aggressive and nonaggressive boys to ambiguously intended actions of friends and nonfriends were examined. Thirty-seven aggressive and 37 nonaggressive third- and fifth-grade boys were presented with descriptions of encounters between peers in which child experienced a negative outcome as the result of the ambiguously intended actions of another. Neither aggressive nor nonaggressive subjects were influenced by th…
The Young Child: Reviews of Research
The Three Faces of Friendship
This article sets out to establish a clear distinction between having friends, the identity of one's friends and friendship quality in children and adolescents. Problems regarding identifying children's friends, the significance of having friends and the quality of friendships in relation to developmental outcome are examined. The author urges the adoption of sounder measures of multidimensional assessment and more comprehensive, longer-term long…
Early peer relations: Developmental significance and prognostic implications
Interrelations in the attachment behavior of human infants
Imitative influences of consistent and inconsistent response consequences to a model on aggressive behavior in children
The stability of attachment behaviors in the human infant
The stability of eight attachment behaviors was investigated in two samples of infants. One sample observed at 10 and 14 months ot age, the other sample at 14 and 18 months. For each testing period, the infants were observed during two sessions: (a) in the presence of the mother; and (b) before, during, and after a brief separation experience. Correlational analyses were performed to assess within-session stability, day-to-day stability, and stab…
Early Childhood Education and Research- Significance and Needs
Social isolation vs. interaction with adults in relation to aggression in preschool children
Performance under social reinforcement as a function of masculinity-femininity of experimenter and subject
Imitative influences of consistent and inconsistent response consequences to a model on aggressive behavior in children
Age and verbalization in observational learning
Early Childhood Education and Research- Significance and Needs
Interrelations in the attachment behavior of human infants
The stability of attachment behaviors in the human infant
The stability of eight attachment behaviors was investigated in two samples of infants. One sample observed at 10 and 14 months ot age, the other sample at 14 and 18 months. For each testing period, the infants were observed during two sessions: (a) in the presence of the mother; and (b) before, during, and after a brief separation experience. Correlational analyses were performed to assess within-session stability, day-to-day stability, and stab…
The needs of young children and research: Psychosocial development revisited
1973). The needs of young children and research: Psychosocial development revisited. Theory Into Practice: Vol. 12, The Early Years of Childhood, pp. 129-136
The Young Child: Reviews of Research
Aggression in childhood: Developmental perspectives
The social worlds of childhood
The social worlds of childhood
Relationships and development
Conflict and the Friendship Relations of Young Children
Social relationships and their developmental significance
Friendship and aggressiveness as determinants of conflict outcomes in middle childhood
The attributions and responses of aggressive and nonaggressive boys to ambiguously intended actions of friends and nonfriends were examined. Thirty-seven aggressive and 37 nonaggressive third- and fifth-grade boys were presented with descriptions of encounters between peers in which child experienced a negative outcome as the result of the ambiguously intended actions of another. Neither aggressive nor nonaggressive subjects were influenced by th…
Early peer relations: Developmental significance and prognostic implications
Conflict in child and adolescent development
Although conflict in human affairs has fascinated theorists and researchers for centuries, this is the first book that focuses on the role of conflict in psychological and social development. Leading scholars in developmental and clinical psychology present findings from psychology, anthropology, sociology, sociolinguistics, and family relations to provide an intriguing picture of what is known about conflict in development and a preview of futur…
Adolescents and their friends
The Three Faces of Friendship
This article sets out to establish a clear distinction between having friends, the identity of one's friends and friendship quality in children and adolescents. Problems regarding identifying children's friends, the significance of having friends and the quality of friendships in relation to developmental outcome are examined. The author urges the adoption of sounder measures of multidimensional assessment and more comprehensive, longer-term long…
The Company They Keep: Friendships and Their Developmental Significance
Friendships and adaptation in the life course
To consider friendships and their significance through the life course requires, first, differentiation of deep structure (i.e., reciprocity) from surface structure (i.e., the social exchange) and, second, assessment within a multifaceted framework that simultaneously emphasizes having friends, the identity of one's friends, and relationship quality. Having friends is correlated with a sense of well being across the life span, but developmental o…
Friendships and Adaptation Across the Life Span
Friends foster self-esteem and a sense of well-being, socialize one another, and support one another in coping with developmental transitions and life stress. Friends engage in different activities with one another across the life span, but friendship is conceived similarly by children and adults. Friends and friendships, however, are not all alike. The developmental significance of having friends depends on the characteristics of the friends, es…
Imaginary companions of preschool children
The developmental significance of preschool children's imaginary companions was examined. Mothers of 78 children were interviewed about their children's social environments and imaginary companions (if their children had them). Results revealed differences between invisible companions and personified objects (e.g., stuffed animals or dolls) in terms of the pretend friends' stability and ubiquity, identity, and relationship with the child. Relatio…
Peer Experience: Common and Unique Features of Number of Friendships, Social Network Centrality, and Sociometric Status
Three conceptually distinct dimensions of classroom social position (number of mutual friendships, social network centrality, and sociometric status) were examined in relation to each other and to peer‐nominated behavioral reputation among 205 7‐ and 8‐year old children. There were moderate correlations in children’s standing across the three dimensions, but categorical analyses underscored the limits to these associations (e.g., 39% of Rejected …
Developmental psychology (25 works) · Psychology (25 works) · Social Psychology (16 works) · Child and Adolescent Psychosocial and Emotional Development (11 works) · Social Psychology (9 works) · Bullying, Victimization, and Aggression (7 works) · Aggression (6 works) · Attachment and Relationship Dynamics (6 works) · Cognitive psychology (6 works) · Family Dynamics and Relationships (6 works)