Literaturnachweis - Detailanzeige
Autor/inn/en | Rohrer, Lisa M.; Cicchetti, Dante; Rogosch, Fred A.; Toth, Sheree L.; Maughan, Angeline |
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Titel | Effects of Maternal Negativity and of Early and Recent Recurrent Depressive Disorder on Children's False Belief Understanding |
Quelle | In: Developmental Psychology, 47 (2011) 1, S.170-181 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0012-1649 |
DOI | 10.1037/a0021305 |
Schlagwörter | Mothers; Verbal Ability; Depression (Psychology); Negative Attitudes; Child Development; Parent Influence; At Risk Persons; Misconceptions; Young Children; Problem Solving; Developmental Stages; Wechsler Preschool and Primary Scale of Intelligence |
Abstract | Research has shown that children of depressed mothers are at risk for problems in a variety of developmental domains; however, little is known about the effects of maternal depression on children's emerging understanding of false beliefs. In this study, 3 false belief tasks were administered to 5-year-old children whose mothers had either met criteria for major depressive disorder within the first 20 months of the child's life (n = 91) or had never been depressed (n = 50). Significant difficulties in performance were found among the children of depressed mothers, especially those whose mothers had experienced early and recent recurrent depressive disorder. Regardless of diagnostic status, children whose mothers exhibited negativity during problem-solving tasks administered at an earlier developmental period also were less likely to demonstrate false belief understanding. These effects remained even after child verbal ability was controlled. (Contains 1 footnote, 5 tables, and 1 figure.) (As Provided). |
Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |