The influence of a friend's perspective on American Indian children's recall of previously misconstrued events
Bibliographic Data
| ID | 9788080 |
|---|---|
| Authors | Monica Tsethlikai (0000-0003-3128-7123, University of Utah, corresponding author) |
| Year | 2010 |
| Volume | 46 |
| Issue | 6 |
| Pages | 1481-1496 |
| Publication date | 2010-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/a0020725 |
| PMID | 21058833 |
| OpenAlex | W1985842405 |
| Language | EN |
| Citations received | 4 |
| References cited | 30 |
The ability of American Indian children (N = 99; 7-12 years of age) to reframe a memory of a friend's seemingly mean-spirited actions (Story 1) after hearing the friend's perspective detailing her/his good intentions (Story 2) was explored. Children in a control group heard an unrelated Story 2 and did not alter their retelling of Story 1. Good verbal skills facilitated the integration of the friend's perspective in memory for the children who heard the friend's explanation. Higher scores on the working memory and inhibition tasks were associated with higher verbal ability scores. Older children had better working memory and inhibitory skills than younger children. Cultural engagement predicted better social competence ratings but not higher memory reframing scores as predicted
Cognitive psychology · Cognitive reframing · Competence (human resources · Developmental psychology · Perspective (graphical · Perspective-taking · Recall · Child and Animal Learning Development · Memory Processes and Influences · Psychology · Reading and Literacy Development · Social Psychology
How Preschoolers' Social-Emotional Learning Predicts Their Early School Success: Developing Theory-Promoting, Competency-Based Assessments
The Cultural Patterning of Cognitive Development
Self-regulatory private speech relates to children's recall and organization of autobiographical memories
Involvement in traditional cultural practices and American Indian children's incidental recall of a folktale
The Cambridge Companion to Vygotsky
Social Competence in Children
Children's Reading Comprehension Ability
The Specificity of Environmental Influence
Development as a dynamic system
Rethinking interference theory
Peer Interactions, Relationships, and Groups
Loneliness in Children
Teacher Ratings of DSM-III-R Symptoms for the Disruptive Behavior Disorders
Working memory skills and educational attainment
The Development of Efficient Inhibition
Getting Vygotskian about theory of mind
How social contexts support and shape language development☆
The Nature of Social Competence
Urban Adolescents' Out-of-School Activity Profiles
Family, community, and school influences on resilience among American Indian adolescents in the upper midwest
Adolescent Participation in Structured and Unstructured Activities
Hostile attributions and behavioral strategies in children
The Emergence of Cultural Self-Constructs
The Structure of Working Memory From 4 to 15 Years of Age
The effects of stereotypes and suggestions on preschoolers' reports
The influence of another's perspective on children's recall of previously misconstrued events
Effects of script structure on children's story recall
Mental health and the academic performance of first nations and majority-culture children
The moderator-mediator variable distinction in social psychological research
The effects of private self-consciousness and perspective taking on satisfaction in close relationships
On cognitive busyness
Measuring individual differences in empathy
Cultural differences in child development
Linear Structural Relationships (Lisrel) in Family Research
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,29 |
| Citation span | 2012 - 2015 (4) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |