Elizabeth A Lemerise
Biographic Data
| ID | 5760069 |
|---|---|
| NAME | Elizabeth A Lemerise |
| GIVEN NAMES | Elizabeth A |
| FAMILY NAME | Lemerise |
| SIGNATURE | LEMERISE E A |
| AFFILIATIONS | Western Kentucky University |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 77 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 2 |
Affective ties and social information processing
We examined whether second‐ and fifth‐graders could display differentiated social information processing (SIP) about known peers varying in affective ties. Children's response evaluation and decision (RED) and goal importance ratings were obtained for nine ambiguous provocations involving their best friends, neutral peers, and enemies (three stories for each relationship). For each story, RED was assessed for hostile, competent and passive respon…
Social Development Quartet: Emotion Socialization in the Context of Psychopathology and Risk
An introduction is provided to this Social Development Quartet in which the articles focus on parent emotion socialization in the context of psychopathology and risk. In two articles, the samples of children and/or adolescents have a psychiatric diagnosis [oppositional defiant disorder (ODD) or depressive disorder]. The other two articles feature samples in which children and families have experienced serious risks [exposure to inter‐parental vio…
Aggression and Moral Development: Integrating Social Information Processing and Moral Domain Models
Social information processing and moral domain theories have developed in relative isolation from each other despite their common focus on intentional harm and victimization, and mutual emphasis on social cognitive processes in explaining aggressive, morally relevant behaviors. This article presents a selective summary of these literatures with the goal of showing how they can be integrated into a single, coherent model. An essential aspect of th…
Why the Neurobiology of Emotion Should Be Required Reading for Scholars of Human Development
Review Articles| August 05 2004 Why the Neurobiology of Emotion Should Be Required Reading for Scholars of Human Development: Essay Review of Looking for Spinoza: Joy, Sorrow, and the Feeling Brain by Antonio Damasio1 Subject Area: Psychiatry and Psychology , Women's and Children's Health Elizabeth A. Lemerise Elizabeth A. Lemerise Western Kentucky University, Bowling Green, Ky., USA Search for other works by this author on: This Site PubMed Goog…
International Perspectives on Peer Harassment
Varieties of Childhood Bullying: Values, Emotion Processes, and Social Competence
Understanding the nature of bullies and bullying is of considerable theoretical and practical importance. We offer a commentary on a recent debate on this topic between Sutton, Smith, and Swettenham (1999a, 1999b) and Crick and Dodge (1999). In this commentary, we first summarize the main points of the debate, including alternative views of bullies as social inadequates versus Machiavellian schemers. Then we clarify some unresolved issues concern…
An Integrated Model of Emotion Processes and Cognition in Social Information Processing
Literature on the contributions of social cognitive and emotion processes to children's social competence is reviewed and interpreted in the context of an integrated model of emotion processes and cognition in social information processing. Neurophysiological and functional evidence for the centrality of emotion processes in personal–social decision making is reviewed. Crick and Dodge's model is presented as a cognitive model of social decision m…
It takes two to fight: A test of relational factors and a method for assessing aggressive dyads
Observations of aggressive interactions in boys' laboratory play groups were used to evaluate the relative importance of relational and individual factors in accounting for aggressive acts. A classroom peer-rating method for identifying mutually aggressive dyads was validated in 11 5-session play groups, composed of 2 mutually aggressive boys and 4 randomly selected male classmates from 11 predominately African American 3rd-grade classrooms. When…
Social-Cognitive and Behavioral Correlates of Aggression and Victimization in Boys' Play Groups
It takes two to fight: A test of relational factors and a method for assessing aggressive dyads
Observations of aggressive interactions in boys' laboratory play groups were used to evaluate the relative importance of relational and individual factors in accounting for aggressive acts. A classroom peer-rating method for identifying mutually aggressive dyads was validated in 11 5-session play groups, composed of 2 mutually aggressive boys and 4 randomly selected male classmates from 11 predominately African American 3rd-grade classrooms. When…
Varieties of Childhood Bullying: Values, Emotion Processes, and Social Competence
Understanding the nature of bullies and bullying is of considerable theoretical and practical importance. We offer a commentary on a recent debate on this topic between Sutton, Smith, and Swettenham (1999a, 1999b) and Crick and Dodge (1999). In this commentary, we first summarize the main points of the debate, including alternative views of bullies as social inadequates versus Machiavellian schemers. Then we clarify some unresolved issues concern…
Affective ties and social information processing
We examined whether second‐ and fifth‐graders could display differentiated social information processing (SIP) about known peers varying in affective ties. Children's response evaluation and decision (RED) and goal importance ratings were obtained for nine ambiguous provocations involving their best friends, neutral peers, and enemies (three stories for each relationship). For each story, RED was assessed for hostile, competent and passive respon…
Social Development Quartet: Emotion Socialization in the Context of Psychopathology and Risk
An introduction is provided to this Social Development Quartet in which the articles focus on parent emotion socialization in the context of psychopathology and risk. In two articles, the samples of children and/or adolescents have a psychiatric diagnosis [oppositional defiant disorder (ODD) or depressive disorder]. The other two articles feature samples in which children and families have experienced serious risks [exposure to inter‐parental vio…
Social-Cognitive and Behavioral Correlates of Aggression and Victimization in Boys' Play Groups
It takes two to fight: A test of relational factors and a method for assessing aggressive dyads
Observations of aggressive interactions in boys' laboratory play groups were used to evaluate the relative importance of relational and individual factors in accounting for aggressive acts. A classroom peer-rating method for identifying mutually aggressive dyads was validated in 11 5-session play groups, composed of 2 mutually aggressive boys and 4 randomly selected male classmates from 11 predominately African American 3rd-grade classrooms. When…
An Integrated Model of Emotion Processes and Cognition in Social Information Processing
Literature on the contributions of social cognitive and emotion processes to children's social competence is reviewed and interpreted in the context of an integrated model of emotion processes and cognition in social information processing. Neurophysiological and functional evidence for the centrality of emotion processes in personal–social decision making is reviewed. Crick and Dodge's model is presented as a cognitive model of social decision m…
Varieties of Childhood Bullying: Values, Emotion Processes, and Social Competence
Understanding the nature of bullies and bullying is of considerable theoretical and practical importance. We offer a commentary on a recent debate on this topic between Sutton, Smith, and Swettenham (1999a, 1999b) and Crick and Dodge (1999). In this commentary, we first summarize the main points of the debate, including alternative views of bullies as social inadequates versus Machiavellian schemers. Then we clarify some unresolved issues concern…
International Perspectives on Peer Harassment
Aggression and Moral Development: Integrating Social Information Processing and Moral Domain Models
Social information processing and moral domain theories have developed in relative isolation from each other despite their common focus on intentional harm and victimization, and mutual emphasis on social cognitive processes in explaining aggressive, morally relevant behaviors. This article presents a selective summary of these literatures with the goal of showing how they can be integrated into a single, coherent model. An essential aspect of th…
Why the Neurobiology of Emotion Should Be Required Reading for Scholars of Human Development
Review Articles| August 05 2004 Why the Neurobiology of Emotion Should Be Required Reading for Scholars of Human Development: Essay Review of Looking for Spinoza: Joy, Sorrow, and the Feeling Brain by Antonio Damasio1 Subject Area: Psychiatry and Psychology , Women's and Children's Health Elizabeth A. Lemerise Elizabeth A. Lemerise Western Kentucky University, Bowling Green, Ky., USA Search for other works by this author on: This Site PubMed Goog…
Social Development Quartet: Emotion Socialization in the Context of Psychopathology and Risk
An introduction is provided to this Social Development Quartet in which the articles focus on parent emotion socialization in the context of psychopathology and risk. In two articles, the samples of children and/or adolescents have a psychiatric diagnosis [oppositional defiant disorder (ODD) or depressive disorder]. The other two articles feature samples in which children and families have experienced serious risks [exposure to inter‐parental vio…
Affective ties and social information processing
We examined whether second‐ and fifth‐graders could display differentiated social information processing (SIP) about known peers varying in affective ties. Children's response evaluation and decision (RED) and goal importance ratings were obtained for nine ambiguous provocations involving their best friends, neutral peers, and enemies (three stories for each relationship). For each story, RED was assessed for hostile, competent and passive respon…
Psychology (9 works) · Social Psychology (7 works) · Bullying, Victimization, and Aggression (6 works) · Child and Adolescent Psychosocial and Emotional Development (6 works) · Cognition (5 works) · Developmental psychology (5 works) · Social cognition (4 works) · Social Psychology (4 works) · Aggression (3 works) · Early Childhood Education and Development (3 works)