Brian P Ackerman
Biographic Data
| ID | 4987215 |
|---|---|
| NAME | Brian P Ackerman |
| GIVEN NAMES | Brian P |
| FAMILY NAME | Ackerman |
| SIGNATURE | ACKERMAN B P |
| AFFILIATIONS | University of Delaware |
| VERIFIED | No |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 155 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1978 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 7 |
Attributing emotions to false beliefs
Emotion false belief (EFB) is the ability to correctly predict people's emotions given that they hold a false belief (FB). Accumulating evidence suggests that EFB understanding develops after FB understanding; however, the literature presents inconsistencies in this lag. The present study investigated the development of EFB in 85 four‐ and six‐year‐olds, and systematically compared this development to FB understanding across different emotions. C…
Diversity in the School Problems of Economically Disadvantaged Adolescents
This study of economically disadvantaged 13‐year‐olds examined the relations between serious reading difficulties and clinical levels of externalizing behaviors in school. The variable‐centered results showed that family variables, adolescent verbal ability, and negative emotion patterns differed in uniquely predicting reading achievement and externalizing behaviors. The person‐centered analyses established robust groups of adolescents showing pr…
The Relations Between Persistent Poverty and Contextual Risk and Children's Behavior in Elementary School
Does persistent adversity over time have effects on children's behavior beyond the effects of intermittent or concurrent adversity? This study examined the relations between school behavior in 5th grade (mean age = 11 years 0 months) and indexes representing persistent poverty and contextual risk. The indexes described 2-year intervals of family adversity. The results showed effects for persistent risk over 2 consecutive intervals for several fac…
The Relations Between Contextual Risk, Earned Income, and the School Adjustment of Children From Economically Disadvantaged Families
This longitudinal study examined the relations between multiple risk indexes representing contextual adversity, income-to-needs ratios, and the elementary school adjustment of children from economically disadvantaged families. The results provide evidence for volatility in family circumstances over 2-year intervals from preschool to 5th grade, for relations between the contextual risk indexes and change in externalizing behavior, and for relation…
Maternal relationship instability and the school behavior of children from disadvantaged families
This longitudinal study examined the relation between the instability of maternal intimate relationships and the school behavior of 3rd-grade children from economically disadvantaged families. After ecological correlates were controlled, chronic relationship instability predicted externalizing behavior for boys and girls and internalizing behavior for girls, but not academic competence. In addition, past and recent instability had independent eff…
Emotion Knowledge as a Predictor of Social Behavior and Academic Competence in Children at Risk
Following leads from differential emotions theory and empirical research, we evaluated an index of emotion knowledge as a long-term predictor of positive and negative social behavior and academic competence in a sample of children from economically disadvantaged families (N = 72). The index of emotion knowledge represents the child's ability to recognize and label emotion expressions. We administered control and predictor measures when the childr…
Children’s Anger Attribution Bias
We examined the relations of caregiver depression and family instability to preschool children’s anger attribution bias and emotion attribution accuracy on a test of emotion situation knowledge. After controlling for age, gender, and verbal ability, caregiver depression and family instability predicted children’s anger attribution bias but not the overall accuracy of their emotion attributions. We also divided children into groups low and high on…
Therelations between cluster indexes of risk and promotion and the problem behaviors of 6- and 7- year old children from economically disadvantaged families
This study examined the relations between alternative representations of poverty cofactors and promotion processes and teacher reports of the problem behaviors of 6- and 7-year-old children from economically disadvantaged families (N = 159). The results showed that single-index representations of risk and promotion variables predicted child aggressive behaviors but not child anxious/depressed behaviors. An additive model of individual risk indica…
Family instability and the problem behaviors of children from economically disadvantaged families
The relations between cluster indexes of risk and promotion and the problem behaviors of 6- and 7- year old children from economically disadvantaged families
This study examined the relations between alternative representations of poverty cofactors and promotion processes and teacher reports of the problem behaviors of 6- and 7-year-old children from economically disadvantaged families (N = 159). The results showed that single-index representations of risk and promotion variables predicted child aggressive behaviors but not child anxious/depressed behaviors. An additive model of individual risk indica…
Building a story representation
The 4 experiments determined how processes involved in establishing the prominence of a concept early in a story influence the later use of the concept by children in making causal inferences
Children's use of the common ground in interpreting ambiguous referential utterances
Children's sensitivity to topical discontinuity in judging story adequacy
Three experiments were conducted to determine if children are sensitive to topical discontinuity in judging story adequacy in second- and fifth-grade children and college students
Saying and Meaning
Developmental differences in episodic retrieval
Interpreting children's responses to ambiguous messages
Interpreting children's responses to ambiguous messages
Form and function in children's understanding of ironic utterances
Children's judgements of the functional acceptability of referential communications in discourse contexts
This study determined whether young children are sensitive to the contextual influence of previous discourse on judgements of the adequacy of referential communications. Four- and six-year-old children were read short stories containing terminal referential communications that were either ambiguous or informative relative to a perceptual display of candidate-referential objects. Contextual information was given in the story prior to the terminal …
Young children's understanding of a speaker's intentional use of a false utterance
When recognition memory fails
Family instability and the problem behaviors of children from economically disadvantaged families
The Relations Between Contextual Risk, Earned Income, and the School Adjustment of Children From Economically Disadvantaged Families
This longitudinal study examined the relations between multiple risk indexes representing contextual adversity, income-to-needs ratios, and the elementary school adjustment of children from economically disadvantaged families. The results provide evidence for volatility in family circumstances over 2-year intervals from preschool to 5th grade, for relations between the contextual risk indexes and change in externalizing behavior, and for relation…
Maternal relationship instability and the school behavior of children from disadvantaged families
This longitudinal study examined the relation between the instability of maternal intimate relationships and the school behavior of 3rd-grade children from economically disadvantaged families. After ecological correlates were controlled, chronic relationship instability predicted externalizing behavior for boys and girls and internalizing behavior for girls, but not academic competence. In addition, past and recent instability had independent eff…
The Relations Between Persistent Poverty and Contextual Risk and Children's Behavior in Elementary School
Does persistent adversity over time have effects on children's behavior beyond the effects of intermittent or concurrent adversity? This study examined the relations between school behavior in 5th grade (mean age = 11 years 0 months) and indexes representing persistent poverty and contextual risk. The indexes described 2-year intervals of family adversity. The results showed effects for persistent risk over 2 consecutive intervals for several fac…
Children’s Anger Attribution Bias
We examined the relations of caregiver depression and family instability to preschool children’s anger attribution bias and emotion attribution accuracy on a test of emotion situation knowledge. After controlling for age, gender, and verbal ability, caregiver depression and family instability predicted children’s anger attribution bias but not the overall accuracy of their emotion attributions. We also divided children into groups low and high on…
The relations between cluster indexes of risk and promotion and the problem behaviors of 6- and 7- year old children from economically disadvantaged families
This study examined the relations between alternative representations of poverty cofactors and promotion processes and teacher reports of the problem behaviors of 6- and 7-year-old children from economically disadvantaged families (N = 159). The results showed that single-index representations of risk and promotion variables predicted child aggressive behaviors but not child anxious/depressed behaviors. An additive model of individual risk indica…
Young children's understanding of a speaker's intentional use of a false utterance
Children's use of the common ground in interpreting ambiguous referential utterances
Building a story representation
The 4 experiments determined how processes involved in establishing the prominence of a concept early in a story influence the later use of the concept by children in making causal inferences
Children's sensitivity to topical discontinuity in judging story adequacy
Three experiments were conducted to determine if children are sensitive to topical discontinuity in judging story adequacy in second- and fifth-grade children and college students
Developmental differences in episodic retrieval
When recognition memory fails
Young children's understanding of a speaker's intentional use of a false utterance
Form and function in children's understanding of ironic utterances
Children's judgements of the functional acceptability of referential communications in discourse contexts
This study determined whether young children are sensitive to the contextual influence of previous discourse on judgements of the adequacy of referential communications. Four- and six-year-old children were read short stories containing terminal referential communications that were either ambiguous or informative relative to a perceptual display of candidate-referential objects. Contextual information was given in the story prior to the terminal …
Interpreting children's responses to ambiguous messages
Interpreting children's responses to ambiguous messages
Developmental differences in episodic retrieval
Saying and Meaning
Children's use of the common ground in interpreting ambiguous referential utterances
Children's sensitivity to topical discontinuity in judging story adequacy
Three experiments were conducted to determine if children are sensitive to topical discontinuity in judging story adequacy in second- and fifth-grade children and college students
Building a story representation
The 4 experiments determined how processes involved in establishing the prominence of a concept early in a story influence the later use of the concept by children in making causal inferences
Therelations between cluster indexes of risk and promotion and the problem behaviors of 6- and 7- year old children from economically disadvantaged families
This study examined the relations between alternative representations of poverty cofactors and promotion processes and teacher reports of the problem behaviors of 6- and 7-year-old children from economically disadvantaged families (N = 159). The results showed that single-index representations of risk and promotion variables predicted child aggressive behaviors but not child anxious/depressed behaviors. An additive model of individual risk indica…
Family instability and the problem behaviors of children from economically disadvantaged families
The relations between cluster indexes of risk and promotion and the problem behaviors of 6- and 7- year old children from economically disadvantaged families
This study examined the relations between alternative representations of poverty cofactors and promotion processes and teacher reports of the problem behaviors of 6- and 7-year-old children from economically disadvantaged families (N = 159). The results showed that single-index representations of risk and promotion variables predicted child aggressive behaviors but not child anxious/depressed behaviors. An additive model of individual risk indica…
Children’s Anger Attribution Bias
We examined the relations of caregiver depression and family instability to preschool children’s anger attribution bias and emotion attribution accuracy on a test of emotion situation knowledge. After controlling for age, gender, and verbal ability, caregiver depression and family instability predicted children’s anger attribution bias but not the overall accuracy of their emotion attributions. We also divided children into groups low and high on…
Emotion Knowledge as a Predictor of Social Behavior and Academic Competence in Children at Risk
Following leads from differential emotions theory and empirical research, we evaluated an index of emotion knowledge as a long-term predictor of positive and negative social behavior and academic competence in a sample of children from economically disadvantaged families (N = 72). The index of emotion knowledge represents the child's ability to recognize and label emotion expressions. We administered control and predictor measures when the childr…
Maternal relationship instability and the school behavior of children from disadvantaged families
This longitudinal study examined the relation between the instability of maternal intimate relationships and the school behavior of 3rd-grade children from economically disadvantaged families. After ecological correlates were controlled, chronic relationship instability predicted externalizing behavior for boys and girls and internalizing behavior for girls, but not academic competence. In addition, past and recent instability had independent eff…
The Relations Between Persistent Poverty and Contextual Risk and Children's Behavior in Elementary School
Does persistent adversity over time have effects on children's behavior beyond the effects of intermittent or concurrent adversity? This study examined the relations between school behavior in 5th grade (mean age = 11 years 0 months) and indexes representing persistent poverty and contextual risk. The indexes described 2-year intervals of family adversity. The results showed effects for persistent risk over 2 consecutive intervals for several fac…
The Relations Between Contextual Risk, Earned Income, and the School Adjustment of Children From Economically Disadvantaged Families
This longitudinal study examined the relations between multiple risk indexes representing contextual adversity, income-to-needs ratios, and the elementary school adjustment of children from economically disadvantaged families. The results provide evidence for volatility in family circumstances over 2-year intervals from preschool to 5th grade, for relations between the contextual risk indexes and change in externalizing behavior, and for relation…
Diversity in the School Problems of Economically Disadvantaged Adolescents
This study of economically disadvantaged 13‐year‐olds examined the relations between serious reading difficulties and clinical levels of externalizing behaviors in school. The variable‐centered results showed that family variables, adolescent verbal ability, and negative emotion patterns differed in uniquely predicting reading achievement and externalizing behaviors. The person‐centered analyses established robust groups of adolescents showing pr…
Attributing emotions to false beliefs
Emotion false belief (EFB) is the ability to correctly predict people's emotions given that they hold a false belief (FB). Accumulating evidence suggests that EFB understanding develops after FB understanding; however, the literature presents inconsistencies in this lag. The present study investigated the development of EFB in 85 four‐ and six‐year‐olds, and systematically compared this development to FB understanding across different emotions. C…
Psychology (21 works) · Developmental psychology (18 works) · Early Childhood Education and Development (10 works) · Cognitive psychology (8 works) · Social Psychology (8 works) · Child and Adolescent Psychosocial and Emotional Development (7 works) · Social Psychology (7 works) · Disadvantaged (6 works) · Child and Animal Learning Development (5 works) · Cognition (5 works)