Jacquelyn Mize
Biographic Data
| ID | 759673 |
|---|---|
| NAME | Jacquelyn Mize |
| GIVEN NAMES | Jacquelyn |
| FAMILY NAME | Mize |
| SIGNATURE | MIZE J |
| AFFILIATIONS | Auburn University |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 119 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1988 |
| LATEST PUBLICATION YEAR | 2006 |
| H-INDEX | 7 |
Integrating the measurement of salivary α-amylase into studies of child health, development, and social relationships
To advance our understanding of how biological and behavioral processes interact to determine risk or resilience, theorists suggest that social developmental models will need to include multiple measurements of stress-related biological processes. Identified in the early 1990s as a surrogate marker of the sympathetic nervous system component of the stress response, salivary-amylase has not been employed to test biosocial models of stress vulnerab…
Contextual determinants of mothers' interventions in young children's peer interactions
In this study, the role of context in mothers' interventions in their preschool children's peer relationship problems was investigated. Event theme (aggression, peer rebuff, or initiating play), the child's role in the event (actor or target), the child's age and sex, and the mother's emotional reaction were examined as predictors of the extent to which mothers (N = 71) said they would discuss peer relationships, encourage peer interaction, and u…
Contextual Differences in Parent–Child Play: Implications for Children's Gender Role Development
Horizontal Qualities in Parent–Child Relationships: Parallels with and Possible Consequences for Children's Peer Relationships
Differential play patterns of mothers and fathers of sons and daughters: Implications for children’s gender role development
Mutuality in Parent-Child Play: Consequences for Children's Peer Competence
This study examines links between relative balance, or mutuality, in parent-child play and children's social competence. Thirty-five preschoolers and their parents were observed in a laboratory dyadic play session. Videorecords were coded for play initiations and compliance to partner's initiations. Mutuality was operationalized as the relative balance in (a) rate of play initiations between partners and (b) partners' compliance to these initiati…
Mothers' supervision of their children's peer play: Relations with beliefs, perceptions, and knowledge
Mothers (N = 76) of 3- to 5-year-old children completed questionnaires assessing beliefs in the importance and modifiability (vs. innateness) of children's peer relationship skills, perceptions of their children's social competence with peers, and strategies they would use in response to children's peer interaction problems. A subsample of mothers (n = 34) was observed supervising the play of their own children and a peer. Maternal perceptions of…
A cognitive-social learning approach to social skill training with low-status preschool children
Changes in the behavior and peer acceptance of low-status preschool children as a result of a social skill training were axamined
Predicting preschoolers' peer behavior and status from their interpersonal strategies: A comparison of verbal and enactive responses to hypothetical social dilemmas
Predicting preschoolers' peer behavior and status from their interpersonal strategies: A comparison of verbal and enactive responses to hypothetical social dilemmas
Mutuality in Parent-Child Play: Consequences for Children's Peer Competence
This study examines links between relative balance, or mutuality, in parent-child play and children's social competence. Thirty-five preschoolers and their parents were observed in a laboratory dyadic play session. Videorecords were coded for play initiations and compliance to partner's initiations. Mutuality was operationalized as the relative balance in (a) rate of play initiations between partners and (b) partners' compliance to these initiati…
Contextual Differences in Parent–Child Play: Implications for Children's Gender Role Development
Integrating the measurement of salivary α-amylase into studies of child health, development, and social relationships
To advance our understanding of how biological and behavioral processes interact to determine risk or resilience, theorists suggest that social developmental models will need to include multiple measurements of stress-related biological processes. Identified in the early 1990s as a surrogate marker of the sympathetic nervous system component of the stress response, salivary-amylase has not been employed to test biosocial models of stress vulnerab…
Mothers' supervision of their children's peer play: Relations with beliefs, perceptions, and knowledge
Mothers (N = 76) of 3- to 5-year-old children completed questionnaires assessing beliefs in the importance and modifiability (vs. innateness) of children's peer relationship skills, perceptions of their children's social competence with peers, and strategies they would use in response to children's peer interaction problems. A subsample of mothers (n = 34) was observed supervising the play of their own children and a peer. Maternal perceptions of…
A cognitive-social learning approach to social skill training with low-status preschool children
Changes in the behavior and peer acceptance of low-status preschool children as a result of a social skill training were axamined
Differential play patterns of mothers and fathers of sons and daughters: Implications for children’s gender role development
Contextual determinants of mothers' interventions in young children's peer interactions
In this study, the role of context in mothers' interventions in their preschool children's peer relationship problems was investigated. Event theme (aggression, peer rebuff, or initiating play), the child's role in the event (actor or target), the child's age and sex, and the mother's emotional reaction were examined as predictors of the extent to which mothers (N = 71) said they would discuss peer relationships, encourage peer interaction, and u…
Predicting preschoolers' peer behavior and status from their interpersonal strategies: A comparison of verbal and enactive responses to hypothetical social dilemmas
A cognitive-social learning approach to social skill training with low-status preschool children
Changes in the behavior and peer acceptance of low-status preschool children as a result of a social skill training were axamined
Mothers' supervision of their children's peer play: Relations with beliefs, perceptions, and knowledge
Mothers (N = 76) of 3- to 5-year-old children completed questionnaires assessing beliefs in the importance and modifiability (vs. innateness) of children's peer relationship skills, perceptions of their children's social competence with peers, and strategies they would use in response to children's peer interaction problems. A subsample of mothers (n = 34) was observed supervising the play of their own children and a peer. Maternal perceptions of…
Differential play patterns of mothers and fathers of sons and daughters: Implications for children’s gender role development
Mutuality in Parent-Child Play: Consequences for Children's Peer Competence
This study examines links between relative balance, or mutuality, in parent-child play and children's social competence. Thirty-five preschoolers and their parents were observed in a laboratory dyadic play session. Videorecords were coded for play initiations and compliance to partner's initiations. Mutuality was operationalized as the relative balance in (a) rate of play initiations between partners and (b) partners' compliance to these initiati…
Horizontal Qualities in Parent–Child Relationships: Parallels with and Possible Consequences for Children's Peer Relationships
Contextual Differences in Parent–Child Play: Implications for Children's Gender Role Development
Contextual determinants of mothers' interventions in young children's peer interactions
In this study, the role of context in mothers' interventions in their preschool children's peer relationship problems was investigated. Event theme (aggression, peer rebuff, or initiating play), the child's role in the event (actor or target), the child's age and sex, and the mother's emotional reaction were examined as predictors of the extent to which mothers (N = 71) said they would discuss peer relationships, encourage peer interaction, and u…
Integrating the measurement of salivary α-amylase into studies of child health, development, and social relationships
To advance our understanding of how biological and behavioral processes interact to determine risk or resilience, theorists suggest that social developmental models will need to include multiple measurements of stress-related biological processes. Identified in the early 1990s as a surrogate marker of the sympathetic nervous system component of the stress response, salivary-amylase has not been employed to test biosocial models of stress vulnerab…
Developmental psychology (9 works) · Psychology (9 works) · Child and Adolescent Psychosocial and Emotional Development (6 works) · Social Psychology (6 works) · Early Childhood Education and Development (5 works) · Social Psychology (5 works) · Child Development and Digital Technology (4 works) · Peer group (4 works) · Context (archaeology (3 works) · Family and Disability Support Research (3 works)