Imac Maria Zambrana
Biographic Data
| ID | 5804161 |
|---|---|
| NAME | Imac Maria Zambrana |
| GIVEN NAMES | Imac Maria |
| FAMILY NAME | Zambrana |
| SIGNATURE | ZAMBRANA I M |
| AFFILIATIONS | University of Oslo |
| ORCID | 0000-0002-5904-1777 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 15 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
Teacher–Child Interactions During Toy Play and Book Sharing
Research Findings: Although it is well documented that toy play and book sharing shape communication between adults and children in different ways, relatively few studies have compared teacher – child interactions in the two activities. The aim of this observational study was to describe and compare the conversational functions of teachers’ and children’s interactional contributions during book sharing and toy play. Examining dyads of five- to si…
Checking out the unexplained
When presented with surprising claims, older children investigate such claims more often than younger children. The present study tests whether older children (6-7-year-olds) are more skeptical than younger children (4-5-year-olds) about surprising claims that lack supporting evidence because they expect informants to provide evidence for them. To test this hypothesis, we presented 140 4-7-year-old children (47-96 months, 46.4% girls, 53.6% boys,…
Children’s Emotion Understanding and Cooperative Problem-Solving in Educational Settings
Recent research has shown that emotion understanding (EU)—the capacity to understand the nature, causes, and consequences of emotions—plays a crucial role in the development of emotional, social, and cognitive competences. However, there are still many unanswered questions about the extent to which EU facilitates children’s cooperative problem-solving in educational settings. For instance, it is not yet clear how understanding emotions positively…
Features of communication in Norwegian parent–child play interactions
Communication is best understood as occurring along three dimensions: interactional, conceptual, and linguistic. However, few studies have examined early parent–child communication along all three dimensions simultaneously. This study examines these three dimensions of communication in Norwegian parent–child interactions during play. Thirty-nine 2-year-old children participated in dyadic interactions with their fathers ( N = 30) and mothers ( N =…
An anatomy of the intergenerational correlation of educational attainment – Learning from the educational attainments of Norwegian twins and their children
Research on the intergenerational correlation of educational attainment (ICE) has long attempted to identify the impact of family background, specifically parent’s education. However, previous research has largely ignored genetic inheritance. We address this shortcoming by adopting a Multiple-Children-of-Twin design and decompose the ICE into its environmental and genetic transmission mechanisms. This decomposition reveals to what extent the impa…
Preschool Children Rarely Seek Empirical Data That Could Help Them Complete a Task When Observation and Testimony Conflict
Children (N = 278, 34–71 months, 54% girls) were told which of two figurines turned on a music box and also observed empirical evidence either confirming or conflicting with that testimony. Children were then asked to sort novel figurines according to whether they could make the music box work or not. To see whether children would explore which figurine turned on the music box, especially when the observed and testimonial evidence conflicted, chi…
How Preschoolers Associate Power with Gender in Male-Female Interactions
Question-asking in childhood
Risk and Protective Factors Related to Fathers’ Positive Involvement and Negative Reinforcement With 1-Year-Olds
SYNOPSISObjective. Guided by a social interaction learning model, this study investigated potential risk and protective factors related to fathers’ early parenting behaviors. Design. Parenting behaviors in 726 Norwegian fathers with their 1-year olds (51.7% boys) were assessed by both micro social coding and global ratings from direct observation of structured interactions. Father and child factors were reported by fathers when the child was 6 mo…
An anatomy of the intergenerational correlation of educational attainment – Learning from the educational attainments of Norwegian twins and their children
Research on the intergenerational correlation of educational attainment (ICE) has long attempted to identify the impact of family background, specifically parent’s education. However, previous research has largely ignored genetic inheritance. We address this shortcoming by adopting a Multiple-Children-of-Twin design and decompose the ICE into its environmental and genetic transmission mechanisms. This decomposition reveals to what extent the impa…
How Preschoolers Associate Power with Gender in Male-Female Interactions
Risk and Protective Factors Related to Fathers’ Positive Involvement and Negative Reinforcement With 1-Year-Olds
SYNOPSISObjective. Guided by a social interaction learning model, this study investigated potential risk and protective factors related to fathers’ early parenting behaviors. Design. Parenting behaviors in 726 Norwegian fathers with their 1-year olds (51.7% boys) were assessed by both micro social coding and global ratings from direct observation of structured interactions. Father and child factors were reported by fathers when the child was 6 mo…
Risk and Protective Factors Related to Fathers’ Positive Involvement and Negative Reinforcement With 1-Year-Olds
SYNOPSISObjective. Guided by a social interaction learning model, this study investigated potential risk and protective factors related to fathers’ early parenting behaviors. Design. Parenting behaviors in 726 Norwegian fathers with their 1-year olds (51.7% boys) were assessed by both micro social coding and global ratings from direct observation of structured interactions. Father and child factors were reported by fathers when the child was 6 mo…
Question-asking in childhood
How Preschoolers Associate Power with Gender in Male-Female Interactions
Preschool Children Rarely Seek Empirical Data That Could Help Them Complete a Task When Observation and Testimony Conflict
Children (N = 278, 34–71 months, 54% girls) were told which of two figurines turned on a music box and also observed empirical evidence either confirming or conflicting with that testimony. Children were then asked to sort novel figurines according to whether they could make the music box work or not. To see whether children would explore which figurine turned on the music box, especially when the observed and testimonial evidence conflicted, chi…
Children’s Emotion Understanding and Cooperative Problem-Solving in Educational Settings
Recent research has shown that emotion understanding (EU)—the capacity to understand the nature, causes, and consequences of emotions—plays a crucial role in the development of emotional, social, and cognitive competences. However, there are still many unanswered questions about the extent to which EU facilitates children’s cooperative problem-solving in educational settings. For instance, it is not yet clear how understanding emotions positively…
Features of communication in Norwegian parent–child play interactions
Communication is best understood as occurring along three dimensions: interactional, conceptual, and linguistic. However, few studies have examined early parent–child communication along all three dimensions simultaneously. This study examines these three dimensions of communication in Norwegian parent–child interactions during play. Thirty-nine 2-year-old children participated in dyadic interactions with their fathers ( N = 30) and mothers ( N =…
An anatomy of the intergenerational correlation of educational attainment – Learning from the educational attainments of Norwegian twins and their children
Research on the intergenerational correlation of educational attainment (ICE) has long attempted to identify the impact of family background, specifically parent’s education. However, previous research has largely ignored genetic inheritance. We address this shortcoming by adopting a Multiple-Children-of-Twin design and decompose the ICE into its environmental and genetic transmission mechanisms. This decomposition reveals to what extent the impa…
Teacher–Child Interactions During Toy Play and Book Sharing
Research Findings: Although it is well documented that toy play and book sharing shape communication between adults and children in different ways, relatively few studies have compared teacher – child interactions in the two activities. The aim of this observational study was to describe and compare the conversational functions of teachers’ and children’s interactional contributions during book sharing and toy play. Examining dyads of five- to si…
Checking out the unexplained
When presented with surprising claims, older children investigate such claims more often than younger children. The present study tests whether older children (6-7-year-olds) are more skeptical than younger children (4-5-year-olds) about surprising claims that lack supporting evidence because they expect informants to provide evidence for them. To test this hypothesis, we presented 140 4-7-year-old children (47-96 months, 46.4% girls, 53.6% boys,…
Developmental psychology (9 works) · Psychology (9 works) · Child and Animal Learning Development (6 works) · Social Psychology (6 works) · Early Childhood Education and Development (3 works) · Norwegian (3 works) · Context (archaeology (2 works) · Epistemology (2 works) · Social Psychology (2 works) · Sociology (2 works)