Greta G Fein
Biographic Data
| ID | 5379524 |
|---|---|
| NAME | Greta G Fein |
| GIVEN NAMES | Greta G |
| FAMILY NAME | Fein |
| SIGNATURE | FEIN G G |
| AFFILIATIONS | University of Maryland, College Park |
| VERIFIED | No |
| TOTAL WORKS | 25 |
| TOTAL CITATIONS | 48 |
| AUTHOR COUNT | 25 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1973 |
| LATEST PUBLICATION YEAR | 2010 |
| H-INDEX | 4 |
Commentary
Contents, Vol. 25, 1982
Pretense and Peer Behavior: An Intersectoral Analysis
The purpose of the present investigation was to examine a developmental model describing the relation between changes in pretense and changes in peer-oriented social behavior. In the proposed model, cognitive and social development are viewed as intersecting systems in which advances in one domain presuppose and permit development in another. Children between the ages of 19 and 41 months were videotaped with a peer in a standardized playroom for …
Maternal Contributions to Early Symbolic Play Competence
When Theories Don′t Work Chuck ′em or Change ′em
Infants in group care: Patterns of despair and detachment
The adjustment of infants and toddlers to group care: The first 6 months
In defense of data adoration and even fetishism
Changing predictors of map use in wayfinding
Map use to guide travel may require skill in encoding information from a terrain and a map, finding a match between the two, and maintaning the match despite directional shifts from turns on a route. To test this analysis194 4-to 6-yr.-olds used maps to locate the route to a goal through a network of paths with blind alleys. Two tasks were used as predictors of skill in map use. Laurendeau and Pinard's test of the localization of topological posi…
Mind, meaning, and affect: Proposals for a theory of pretense
Infant day care: A special issue
Technologies for the young
Upscaling school: Lessons from the education of young children∗
(1987). Upscaling school: Lessons from the education of young children. Peabody Journal of Education: Vol. 65, Early Childhood: In Recognition of Susan Gray, pp. 42-54
New wine in old bottles
By taking a natural science perspective, it is possible to think about different ways of understanding this curious behavior–play–and to think of different ways of probing the phenomenon to determine whether it will behave as expected
Factors and clusters for the Brazelton Scale: An investigation of the dimensions of neonatal behavior
Prenatal exposure to environmental toxin: A test of the multiple effects model
Environmental toxins and behavioral development: A new role for psychological research
Environmental toxins and behavioral development: A new role for psychological research
Childhood exposure to chemicals rou- tinely encountered in the environment has become an issue of scientific and public concern. Recent research has revealed the inadequacy of traditional notions in which chemically induced illness was likened to overt biological disease. The new multiple-effects model emphasizes subtle behavioral alteration as an early sign of toxicity and as evidence that a particular chemical agent may produce long-term impair…
Pretend Play in Childhood: An Integrative Review
FEIN, GRETA G. Pretend Play in Childhood: An Integrative Review. CHILD DEVELOPMENT, 1981, 52, 1095-1118. Pretend play is a pervasive behavior that has attracted considerable attention over the past decade. In the article, the research is reviewed in the context of the diverse theoretical orientations that have stimulated these efforts. The most productive theoretical positions tend to deal with selected aspects of the behavior (e.g., solitary or …
Temporal and cross-situational stability of children's social and play behavior
Echoes from the nursery: Piaget, Vygostky, and the relationship between language and play
Does symbolic play serve affective purposes (Piaget), cognitive purposes (Vygotsky), or a bit of both
A transformational analysis of pretending
Children's sensitivity to social contexts at 18 months of age
Individuals and dimensions in children's judgment of same and different
The effect of chronological age and model reward on imitative behavior
A transformational analysis of pretending
The adjustment of infants and toddlers to group care: The first 6 months
Children's sensitivity to social contexts at 18 months of age
Infant day care: A special issue
Factors and clusters for the Brazelton Scale: An investigation of the dimensions of neonatal behavior
Prenatal exposure to environmental toxin: A test of the multiple effects model
Infants in group care: Patterns of despair and detachment
Individuals and dimensions in children's judgment of same and different
The effect of chronological age and model reward on imitative behavior
Individuals and dimensions in children's judgment of same and different
A transformational analysis of pretending
Children's sensitivity to social contexts at 18 months of age
Echoes from the nursery: Piaget, Vygostky, and the relationship between language and play
Does symbolic play serve affective purposes (Piaget), cognitive purposes (Vygotsky), or a bit of both
Pretend Play in Childhood: An Integrative Review
FEIN, GRETA G. Pretend Play in Childhood: An Integrative Review. CHILD DEVELOPMENT, 1981, 52, 1095-1118. Pretend play is a pervasive behavior that has attracted considerable attention over the past decade. In the article, the research is reviewed in the context of the diverse theoretical orientations that have stimulated these efforts. The most productive theoretical positions tend to deal with selected aspects of the behavior (e.g., solitary or …
Temporal and cross-situational stability of children's social and play behavior
Environmental toxins and behavioral development: A new role for psychological research
Environmental toxins and behavioral development: A new role for psychological research
Childhood exposure to chemicals rou- tinely encountered in the environment has become an issue of scientific and public concern. Recent research has revealed the inadequacy of traditional notions in which chemically induced illness was likened to overt biological disease. The new multiple-effects model emphasizes subtle behavioral alteration as an early sign of toxicity and as evidence that a particular chemical agent may produce long-term impair…
New wine in old bottles
By taking a natural science perspective, it is possible to think about different ways of understanding this curious behavior–play–and to think of different ways of probing the phenomenon to determine whether it will behave as expected
Factors and clusters for the Brazelton Scale: An investigation of the dimensions of neonatal behavior
Prenatal exposure to environmental toxin: A test of the multiple effects model
Technologies for the young
Upscaling school: Lessons from the education of young children∗
(1987). Upscaling school: Lessons from the education of young children. Peabody Journal of Education: Vol. 65, Early Childhood: In Recognition of Susan Gray, pp. 42-54
Infant day care: A special issue
Mind, meaning, and affect: Proposals for a theory of pretense
Changing predictors of map use in wayfinding
Map use to guide travel may require skill in encoding information from a terrain and a map, finding a match between the two, and maintaning the match despite directional shifts from turns on a route. To test this analysis194 4-to 6-yr.-olds used maps to locate the route to a goal through a network of paths with blind alleys. Two tasks were used as predictors of skill in map use. Laurendeau and Pinard's test of the localization of topological posi…
The adjustment of infants and toddlers to group care: The first 6 months
In defense of data adoration and even fetishism
Maternal Contributions to Early Symbolic Play Competence
When Theories Don′t Work Chuck ′em or Change ′em
Infants in group care: Patterns of despair and detachment
Contents, Vol. 25, 1982
Pretense and Peer Behavior: An Intersectoral Analysis
The purpose of the present investigation was to examine a developmental model describing the relation between changes in pretense and changes in peer-oriented social behavior. In the proposed model, cognitive and social development are viewed as intersecting systems in which advances in one domain presuppose and permit development in another. Children between the ages of 19 and 41 months were videotaped with a peer in a standardized playroom for …
Commentary
Psychology (24 works) · Developmental psychology (16 works) · Social Psychology (12 works) · Cognitive psychology (10 works) · Cognition (6 works) · Social Psychology (6 works) · Child and Adolescent Psychosocial and Emotional Development (5 works) · Child Development and Digital Technology (5 works) · Sociology (5 works) · Child and Animal Learning Development (4 works)