Tracy R Gleason
Dados Biográficos
| ID | 1652489 |
|---|---|
| NOME | Tracy R Gleason |
| PRENOMES | Tracy R |
| SOBRENOME | Gleason |
| ASSINATURA | GLEASON T R |
| AFILIAÇÕES | Wellesley College |
| ORCID | 0000-0002-8523-0352 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 15 |
| TOTAL DE CITAÇÕES | 28 |
| TOTAL COMO AUTOR | 15 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2000 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
Specifying the Relation between Imagination and Pretense
Imagine and pretend are often used interchangeably, both in everyday speech and in scientific literature, meaning that potential differences between imagination and pretense and the relation between the two have been under-specified in extant theories. We argue that imagination and pretense are separable mental processes: specifically, pretense is used to create unreal structures or alternative worlds, whereas imagination is used to create unreal…
Effortful control is associated with ethnic minority children’s pro-wealth biases and explanations across social domains
Children's tendency to prefer rich to poor people and to view wealthy individuals more positively has been well-documented, but little is known about (a) the mechanisms underlying this "pro-wealth" bias and (b) the extent to which it holds across various social domains (e.g., friendships vs. school project partners). Using a mixed-methods approach, we examined the development of status-based social preferences in a socioeconomically diverse sampl…
Imaginary athletes
Imagined others have been documented throughout the lifespan in relation to a range of developmental tasks. Although anecdotal evidence suggests that imaginary others are created in the context of athletic play in childhood and adolescence, they have never been studied systematically in this domain. Through retrospective surveys of 225 college students (38.8% men; M age = 20.08, SD = 2.28; range 18–37 years), we investigated whether and how imagi…
Toy stories
Young children tend to categorize people and objects to understand their environments, but under certain circumstances, they can also appreciate individual differences. Three studies investigated how young children use categorical and individuating information to make social judgments. In Study 1, 3- to 5-year-old children (N = 33; 18 boys, 15 girls) predicted hypothetical peers' preferences for toys along a spectrum from highly stereotyped for g…
Perceptions of social status in Chinese American children
The importance of early life touch for psychosocial and moral development
One of the primary means of communicating with a baby is through touch. Nurturing physical touch promotes healthy physiological development in social mammals, including humans. Physiology influences wellbeing and psychosocial functioning. The purpose of this paper is to explore the connections among early life positive and negative touch and wellbeing and sociomoral development. In study 1, mothers of preschoolers (n = 156) reported their attitud…
Evolved Developmental Niche Provision Report
Evolutionary systems theory identifies niches as key developmental inheritances for animals. The human evolved developmental niche (EDN) is characterized by positive touch, responsiveness, play, and social togetherness and provides the responsive, relational dynamism that optimizes development. Cross-sectional and longitudinal studies of the human EDN have demonstrated correlations between degree of EDN consistency in early childhood and positive…
Memories of and reflections on play
I lived as much of my childhood as possible outside of the here-and-now, in a time and place I can only describe as Elsewhere. It was a place that was simultaneously separate from and yet part of t
Imaginary Companions and Young Children's Coping and Competence
Imaginary companions ( ICs ) are purported to bolster children's coping and self‐competence, but few studies address this claim. We expected that having/not having ICs would distinguish children's coping strategies and competence less than type of companion (i.e., personified object or invisible friend) or quality of child– IC relationship (i.e., egalitarian or hierarchical). We interviewed 72 three‐ to six‐year‐olds and their mothers about child…
The evolved development niche
Who Really Wants to be a Millionaire? Gender Differences in Game Show Contestant Behavior Under Risk
Objective. On the popular game show Who Wants to be a Millionaire men appear to average higher winnings than women. This article investigates potential reasons, including different uses of information sources (lifelines) and different perceptions of risk. Method. We analyzed the decisions and resultant winnings of 164 contestants (95 men and 69 women) over 42 episodes of the show. Results. Gender‐based tests of Kahneman and Tversky's prospect the…
Concepts of Real and Imaginary Friendships in Early Childhood
This investigation focused on the friendship concepts of pre‐school‐aged children. Eighty‐four 3‐ to 5‐year‐old children responded to questions about social provisions, or benefits of relationships, available from reciprocal friends (both children in a pair nominate each other as friends), unilateral friends (one child nominates the other), non‐friends (neither child of a pair nominates the other), and imaginary friends (for those who had them). …
Imagination, Personality, and Imaginary Companions
A sample of 102 college women completed a set of imagination and personality measures and reported whether they had ever had imaginary companions during childhood. Participants who reported imaginary companions scored higher than did those who did not on measures of imagination including imagery use, hostile daydreams, and vivid night dreams, and on personality scales including dependent interpersonal styles and internal-state awareness. Particip…
Social provisions of real and imaginary relationships in early childhood
Imaginary companions of preschool children
The developmental significance of preschool children's imaginary companions was examined. Mothers of 78 children were interviewed about their children's social environments and imaginary companions (if their children had them). Results revealed differences between invisible companions and personified objects (e.g., stuffed animals or dolls) in terms of the pretend friends' stability and ubiquity, identity, and relationship with the child. Relatio…
Imaginary companions of preschool children
The developmental significance of preschool children's imaginary companions was examined. Mothers of 78 children were interviewed about their children's social environments and imaginary companions (if their children had them). Results revealed differences between invisible companions and personified objects (e.g., stuffed animals or dolls) in terms of the pretend friends' stability and ubiquity, identity, and relationship with the child. Relatio…
The evolved development niche
Social provisions of real and imaginary relationships in early childhood
Evolved Developmental Niche Provision Report
Evolutionary systems theory identifies niches as key developmental inheritances for animals. The human evolved developmental niche (EDN) is characterized by positive touch, responsiveness, play, and social togetherness and provides the responsive, relational dynamism that optimizes development. Cross-sectional and longitudinal studies of the human EDN have demonstrated correlations between degree of EDN consistency in early childhood and positive…
Who Really Wants to be a Millionaire? Gender Differences in Game Show Contestant Behavior Under Risk
Objective. On the popular game show Who Wants to be a Millionaire men appear to average higher winnings than women. This article investigates potential reasons, including different uses of information sources (lifelines) and different perceptions of risk. Method. We analyzed the decisions and resultant winnings of 164 contestants (95 men and 69 women) over 42 episodes of the show. Results. Gender‐based tests of Kahneman and Tversky's prospect the…
Concepts of Real and Imaginary Friendships in Early Childhood
This investigation focused on the friendship concepts of pre‐school‐aged children. Eighty‐four 3‐ to 5‐year‐old children responded to questions about social provisions, or benefits of relationships, available from reciprocal friends (both children in a pair nominate each other as friends), unilateral friends (one child nominates the other), non‐friends (neither child of a pair nominates the other), and imaginary friends (for those who had them). …
The importance of early life touch for psychosocial and moral development
One of the primary means of communicating with a baby is through touch. Nurturing physical touch promotes healthy physiological development in social mammals, including humans. Physiology influences wellbeing and psychosocial functioning. The purpose of this paper is to explore the connections among early life positive and negative touch and wellbeing and sociomoral development. In study 1, mothers of preschoolers (n = 156) reported their attitud…
Memories of and reflections on play
I lived as much of my childhood as possible outside of the here-and-now, in a time and place I can only describe as Elsewhere. It was a place that was simultaneously separate from and yet part of t
Imaginary Companions and Young Children's Coping and Competence
Imaginary companions ( ICs ) are purported to bolster children's coping and self‐competence, but few studies address this claim. We expected that having/not having ICs would distinguish children's coping strategies and competence less than type of companion (i.e., personified object or invisible friend) or quality of child– IC relationship (i.e., egalitarian or hierarchical). We interviewed 72 three‐ to six‐year‐olds and their mothers about child…
Imaginary companions of preschool children
The developmental significance of preschool children's imaginary companions was examined. Mothers of 78 children were interviewed about their children's social environments and imaginary companions (if their children had them). Results revealed differences between invisible companions and personified objects (e.g., stuffed animals or dolls) in terms of the pretend friends' stability and ubiquity, identity, and relationship with the child. Relatio…
Social provisions of real and imaginary relationships in early childhood
Imagination, Personality, and Imaginary Companions
A sample of 102 college women completed a set of imagination and personality measures and reported whether they had ever had imaginary companions during childhood. Participants who reported imaginary companions scored higher than did those who did not on measures of imagination including imagery use, hostile daydreams, and vivid night dreams, and on personality scales including dependent interpersonal styles and internal-state awareness. Particip…
Concepts of Real and Imaginary Friendships in Early Childhood
This investigation focused on the friendship concepts of pre‐school‐aged children. Eighty‐four 3‐ to 5‐year‐old children responded to questions about social provisions, or benefits of relationships, available from reciprocal friends (both children in a pair nominate each other as friends), unilateral friends (one child nominates the other), non‐friends (neither child of a pair nominates the other), and imaginary friends (for those who had them). …
Who Really Wants to be a Millionaire? Gender Differences in Game Show Contestant Behavior Under Risk
Objective. On the popular game show Who Wants to be a Millionaire men appear to average higher winnings than women. This article investigates potential reasons, including different uses of information sources (lifelines) and different perceptions of risk. Method. We analyzed the decisions and resultant winnings of 164 contestants (95 men and 69 women) over 42 episodes of the show. Results. Gender‐based tests of Kahneman and Tversky's prospect the…
The evolved development niche
Imaginary Companions and Young Children's Coping and Competence
Imaginary companions ( ICs ) are purported to bolster children's coping and self‐competence, but few studies address this claim. We expected that having/not having ICs would distinguish children's coping strategies and competence less than type of companion (i.e., personified object or invisible friend) or quality of child– IC relationship (i.e., egalitarian or hierarchical). We interviewed 72 three‐ to six‐year‐olds and their mothers about child…
Memories of and reflections on play
I lived as much of my childhood as possible outside of the here-and-now, in a time and place I can only describe as Elsewhere. It was a place that was simultaneously separate from and yet part of t
Perceptions of social status in Chinese American children
The importance of early life touch for psychosocial and moral development
One of the primary means of communicating with a baby is through touch. Nurturing physical touch promotes healthy physiological development in social mammals, including humans. Physiology influences wellbeing and psychosocial functioning. The purpose of this paper is to explore the connections among early life positive and negative touch and wellbeing and sociomoral development. In study 1, mothers of preschoolers (n = 156) reported their attitud…
Evolved Developmental Niche Provision Report
Evolutionary systems theory identifies niches as key developmental inheritances for animals. The human evolved developmental niche (EDN) is characterized by positive touch, responsiveness, play, and social togetherness and provides the responsive, relational dynamism that optimizes development. Cross-sectional and longitudinal studies of the human EDN have demonstrated correlations between degree of EDN consistency in early childhood and positive…
Toy stories
Young children tend to categorize people and objects to understand their environments, but under certain circumstances, they can also appreciate individual differences. Three studies investigated how young children use categorical and individuating information to make social judgments. In Study 1, 3- to 5-year-old children (N = 33; 18 boys, 15 girls) predicted hypothetical peers' preferences for toys along a spectrum from highly stereotyped for g…
Imaginary athletes
Imagined others have been documented throughout the lifespan in relation to a range of developmental tasks. Although anecdotal evidence suggests that imaginary others are created in the context of athletic play in childhood and adolescence, they have never been studied systematically in this domain. Through retrospective surveys of 225 college students (38.8% men; M age = 20.08, SD = 2.28; range 18–37 years), we investigated whether and how imagi…
Effortful control is associated with ethnic minority children’s pro-wealth biases and explanations across social domains
Children's tendency to prefer rich to poor people and to view wealthy individuals more positively has been well-documented, but little is known about (a) the mechanisms underlying this "pro-wealth" bias and (b) the extent to which it holds across various social domains (e.g., friendships vs. school project partners). Using a mixed-methods approach, we examined the development of status-based social preferences in a socioeconomically diverse sampl…
Specifying the Relation between Imagination and Pretense
Imagine and pretend are often used interchangeably, both in everyday speech and in scientific literature, meaning that potential differences between imagination and pretense and the relation between the two have been under-specified in extant theories. We argue that imagination and pretense are separable mental processes: specifically, pretense is used to create unreal structures or alternative worlds, whereas imagination is used to create unreal…
Psychology (14 obras) · Developmental psychology (12 obras) · Social Psychology (11 obras) · Child and Animal Learning Development (7 obras) · Social Psychology (7 obras) · Psychoanalysis (6 obras) · The Imaginary (6 obras) · Child and Adolescent Psychosocial and Emotional Development (4 obras) · Early Childhood Education and Development (4 obras) · Media Influence and Health (3 obras)