David H Arnold
Biographic Data
| ID | 5066923 |
|---|---|
| NAME | David H Arnold |
| GIVEN NAMES | David H |
| FAMILY NAME | Arnold |
| SIGNATURE | ARNOLD D H |
| AFFILIATIONS | University of Massachusetts Amherst |
| VERIFIED | No |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 62 |
| WORKS AS AUTHOR | 21 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1983 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
Raising iPad kids
The Community Attitudes Towards Mental Illness (Cami) Scale 40 Years Later
The community attitudes towards mental illness scale (CAMI) is widely used to measure authoritarianism, benevolence, social restrictiveness, and community mental health attitudes held by general populations and medical professionals. This study compares the fit of published alternative factor structures of the CAMI to a general population English‐speaking sample and examines what mental illnesses individuals think about when responding. Using dat…
Behavior or diagnosis? Effects of irritable patient behavior and a schizophrenia diagnosis on mental illness stigma
A randomized controlled trial of an educational app to improve preschoolers’ emergent literacy skills
Mobile devices are now ubiquitous across communities of all income levels, with very young children spending a great deal of time on smartphones and tablets even before they begin formal schooling. If this time could be channeled towards fostering school readiness, it might help narrow the SES opportunity gap. To date, however, little research has examined the effects of preschoolers’ home use of educational apps. The current study evaluated the …
Promoting early achievement in low-income preschoolers in the United States with educational apps
The present study examined the potential of educational apps for mobile devices as a home-based learning tool to promote preliteracy and emergent math development among preschool-aged children. A randomized controlled trial was conducted with 22 preschoolers from low-income families and their primary caregivers. Children demonstrated substantively significant gains in preliteracy and emergent math skills after 3 months of educational app use at h…
Home learning in the new mobile age
This study described, using observational data, parent–child interactions during joint play with educational apps in 36 families with preschool-aged children in the United States. The study further explored how these parent–child interactions compared to those around shared reading and joint play with a math toy, and examined how the quality of parental behaviors (warmth, playfulness, parent engagement, and autonomy support) related to child enga…
Reciprocal Relations Between Parenting Behaviors and Conduct Disorder Symptoms in Preschool Children
The Predictive Utility of Conduct Disorder Symptoms in Preschool Children
The association between preschool children's social functioning and their emergent academic skills
Enrollment and Attendance in a Parent Training Prevention Program for Conduct Problems
Predicting teacher participation in a classroom-based, integrated preventive intervention for preschoolers
The role of ethnicity in observers’ ratings of mother–child behavior
This study examined the role of ethnicity in untrained observers' ratings of videotaped mother-child interactions. Participants were Black, White, and Latino undergraduates (N = 109), who rated videotapes of 4 Black, 4 White, and 4 Latino mother-child dyads. Overall, participants of different ethnicities showed more similarities than differences in their ratings of parent-child behavior. There was, however, evidence that participant ethnicity and…
Parenting predictors of relational aggression among Puerto Rican and European American school-age children
Relational Aggression, Relational Victimization, and Language Development in Preschoolers
We investigated language development, relational aggression, and relational victimization in ethnically, socioeconomically diverse preschoolers. Relational aggression was positively related to language development. Girls were more relationally aggressive than boys, and higher‐socioeconomic status (SES) children were more relationally aggressive and victimized than lower‐SES children. Neither gender nor SES conclusively moderated the relation betw…
Parental influence on child interest in shared picture book reading
Direct observation of peer rejection acts and their temporal relation with aggressive acts
Promoting academic success and preventing disruptive behavior disorders through community partnership
Research suggests that children's educational achievement can be improved by addressing issues of aggression and disruptive behavior, because academic difficulties and problem behaviors create a cycle in which each problem exacerbates the other. The relationship between academic development and behavior problems begins early, suggesting that programs to address these issues should start with young children. Furthermore, efforts to improve achieve…
Accelerating language development through picture book reading
G. J. Whitehurst et al. (1988) taught mothers specific interactive techniques to use when reading picture books with their preschool-age children. This intervention program, called dialogic reading, produced substantial effects on preschool children's language development. However, the costs of one-on-one training limit the widespread use of dialogic reading techniques. In this study the authors aimed to replicate and extend the results of the or…
The m canique physique of Sim on Denis Poisson
The m canique physique of Sim on Denis Poisson
The m canique physique of Sim on Denis Poisson
The association between preschool children's social functioning and their emergent academic skills
Relational Aggression, Relational Victimization, and Language Development in Preschoolers
We investigated language development, relational aggression, and relational victimization in ethnically, socioeconomically diverse preschoolers. Relational aggression was positively related to language development. Girls were more relationally aggressive than boys, and higher‐socioeconomic status (SES) children were more relationally aggressive and victimized than lower‐SES children. Neither gender nor SES conclusively moderated the relation betw…
Parental influence on child interest in shared picture book reading
Direct observation of peer rejection acts and their temporal relation with aggressive acts
Parenting predictors of relational aggression among Puerto Rican and European American school-age children
Predicting teacher participation in a classroom-based, integrated preventive intervention for preschoolers
The role of ethnicity in observers’ ratings of mother–child behavior
This study examined the role of ethnicity in untrained observers' ratings of videotaped mother-child interactions. Participants were Black, White, and Latino undergraduates (N = 109), who rated videotapes of 4 Black, 4 White, and 4 Latino mother-child dyads. Overall, participants of different ethnicities showed more similarities than differences in their ratings of parent-child behavior. There was, however, evidence that participant ethnicity and…
The m canique physique of Sim on Denis Poisson
The m canique physique of Sim on Denis Poisson
The m canique physique of Sim on Denis Poisson
The m canique physique of Sim on Denis Poisson
The m canique physique of Sim on Denis Poisson
Accelerating language development through picture book reading
G. J. Whitehurst et al. (1988) taught mothers specific interactive techniques to use when reading picture books with their preschool-age children. This intervention program, called dialogic reading, produced substantial effects on preschool children's language development. However, the costs of one-on-one training limit the widespread use of dialogic reading techniques. In this study the authors aimed to replicate and extend the results of the or…
Direct observation of peer rejection acts and their temporal relation with aggressive acts
Promoting academic success and preventing disruptive behavior disorders through community partnership
Research suggests that children's educational achievement can be improved by addressing issues of aggression and disruptive behavior, because academic difficulties and problem behaviors create a cycle in which each problem exacerbates the other. The relationship between academic development and behavior problems begins early, suggesting that programs to address these issues should start with young children. Furthermore, efforts to improve achieve…
Parental influence on child interest in shared picture book reading
Relational Aggression, Relational Victimization, and Language Development in Preschoolers
We investigated language development, relational aggression, and relational victimization in ethnically, socioeconomically diverse preschoolers. Relational aggression was positively related to language development. Girls were more relationally aggressive than boys, and higher‐socioeconomic status (SES) children were more relationally aggressive and victimized than lower‐SES children. Neither gender nor SES conclusively moderated the relation betw…
Parenting predictors of relational aggression among Puerto Rican and European American school-age children
Predicting teacher participation in a classroom-based, integrated preventive intervention for preschoolers
The role of ethnicity in observers’ ratings of mother–child behavior
This study examined the role of ethnicity in untrained observers' ratings of videotaped mother-child interactions. Participants were Black, White, and Latino undergraduates (N = 109), who rated videotapes of 4 Black, 4 White, and 4 Latino mother-child dyads. Overall, participants of different ethnicities showed more similarities than differences in their ratings of parent-child behavior. There was, however, evidence that participant ethnicity and…
Enrollment and Attendance in a Parent Training Prevention Program for Conduct Problems
The association between preschool children's social functioning and their emergent academic skills
The Predictive Utility of Conduct Disorder Symptoms in Preschool Children
Reciprocal Relations Between Parenting Behaviors and Conduct Disorder Symptoms in Preschool Children
Promoting early achievement in low-income preschoolers in the United States with educational apps
The present study examined the potential of educational apps for mobile devices as a home-based learning tool to promote preliteracy and emergent math development among preschool-aged children. A randomized controlled trial was conducted with 22 preschoolers from low-income families and their primary caregivers. Children demonstrated substantively significant gains in preliteracy and emergent math skills after 3 months of educational app use at h…
Home learning in the new mobile age
This study described, using observational data, parent–child interactions during joint play with educational apps in 36 families with preschool-aged children in the United States. The study further explored how these parent–child interactions compared to those around shared reading and joint play with a math toy, and examined how the quality of parental behaviors (warmth, playfulness, parent engagement, and autonomy support) related to child enga…
A randomized controlled trial of an educational app to improve preschoolers’ emergent literacy skills
Mobile devices are now ubiquitous across communities of all income levels, with very young children spending a great deal of time on smartphones and tablets even before they begin formal schooling. If this time could be channeled towards fostering school readiness, it might help narrow the SES opportunity gap. To date, however, little research has examined the effects of preschoolers’ home use of educational apps. The current study evaluated the …
Behavior or diagnosis? Effects of irritable patient behavior and a schizophrenia diagnosis on mental illness stigma
Raising iPad kids
The Community Attitudes Towards Mental Illness (Cami) Scale 40 Years Later
The community attitudes towards mental illness scale (CAMI) is widely used to measure authoritarianism, benevolence, social restrictiveness, and community mental health attitudes held by general populations and medical professionals. This study compares the fit of published alternative factor structures of the CAMI to a general population English‐speaking sample and examines what mental illnesses individuals think about when responding. Using dat…
Psychology (18 works) · Developmental psychology (14 works) · Medicine (13 works) · Child and Adolescent Psychosocial and Emotional Development (11 works) · Child Development and Digital Technology (6 works) · Clinical Psychology (6 works) · Aggression (5 works) · Computer Science (5 works) · Clinical Psychology (4 works) · Ethnic group (4 works)