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You searched for +publisher:"Virginia Tech" +contributor:("Smith, Cynthia L."). Showing records 1 – 21 of 21 total matches.

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Virginia Tech

1. Liu, Ran. Shyness and Internalizing Problems in Middle Childhood: The Moderating Role of Attentional Control, Inhibitory Control, and Frontal EEG Asymmetry.

Degree: MS, Psychology, 2017, Virginia Tech

 Shyness is highly related to internalizing problems. However, not all shy children develop serious internalizing problems (IP). The aim of the current study was to… (more)

Subjects/Keywords: Shyness; Effortful Control; Attentional Control; Inhibitory Control; Frontal EEG Asymmetry; Internalizing Problems

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APA (6th Edition):

Liu, R. (2017). Shyness and Internalizing Problems in Middle Childhood: The Moderating Role of Attentional Control, Inhibitory Control, and Frontal EEG Asymmetry. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77892

Chicago Manual of Style (16th Edition):

Liu, Ran. “Shyness and Internalizing Problems in Middle Childhood: The Moderating Role of Attentional Control, Inhibitory Control, and Frontal EEG Asymmetry.” 2017. Masters Thesis, Virginia Tech. Accessed February 21, 2020. http://hdl.handle.net/10919/77892.

MLA Handbook (7th Edition):

Liu, Ran. “Shyness and Internalizing Problems in Middle Childhood: The Moderating Role of Attentional Control, Inhibitory Control, and Frontal EEG Asymmetry.” 2017. Web. 21 Feb 2020.

Vancouver:

Liu R. Shyness and Internalizing Problems in Middle Childhood: The Moderating Role of Attentional Control, Inhibitory Control, and Frontal EEG Asymmetry. [Internet] [Masters thesis]. Virginia Tech; 2017. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10919/77892.

Council of Science Editors:

Liu R. Shyness and Internalizing Problems in Middle Childhood: The Moderating Role of Attentional Control, Inhibitory Control, and Frontal EEG Asymmetry. [Masters Thesis]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/77892


Virginia Tech

2. Devine, Diana. Mothers’ and Fathers’ Differential Discussion of Emotion with their School-Age Children.

Degree: MS, Human Development and Family Science, 2018, Virginia Tech

 Emotion socialization refers to the ways we come to understand the rules, expectations, and understanding of emotions. Research often looks at the ways that parents… (more)

Subjects/Keywords: middle childhood; parental emotion socialization; sex differences

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APA (6th Edition):

Devine, D. (2018). Mothers’ and Fathers’ Differential Discussion of Emotion with their School-Age Children. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/89035

Chicago Manual of Style (16th Edition):

Devine, Diana. “Mothers’ and Fathers’ Differential Discussion of Emotion with their School-Age Children.” 2018. Masters Thesis, Virginia Tech. Accessed February 21, 2020. http://hdl.handle.net/10919/89035.

MLA Handbook (7th Edition):

Devine, Diana. “Mothers’ and Fathers’ Differential Discussion of Emotion with their School-Age Children.” 2018. Web. 21 Feb 2020.

Vancouver:

Devine D. Mothers’ and Fathers’ Differential Discussion of Emotion with their School-Age Children. [Internet] [Masters thesis]. Virginia Tech; 2018. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10919/89035.

Council of Science Editors:

Devine D. Mothers’ and Fathers’ Differential Discussion of Emotion with their School-Age Children. [Masters Thesis]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/89035


Virginia Tech

3. Borowski, Shelby Catherine. Perceived Work Factors and Parental Engagement: The Mediating Role of Marital Conflict.

Degree: MS, Human Development, 2016, Virginia Tech

 The parenting literature predominately focuses on individual or family level factors that influence parenting behaviors. The field can benefit from focusing on factors outside the… (more)

Subjects/Keywords: gender; parental engagement; work; Work-travel; marital conflict

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APA (6th Edition):

Borowski, S. C. (2016). Perceived Work Factors and Parental Engagement: The Mediating Role of Marital Conflict. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/78122

Chicago Manual of Style (16th Edition):

Borowski, Shelby Catherine. “Perceived Work Factors and Parental Engagement: The Mediating Role of Marital Conflict.” 2016. Masters Thesis, Virginia Tech. Accessed February 21, 2020. http://hdl.handle.net/10919/78122.

MLA Handbook (7th Edition):

Borowski, Shelby Catherine. “Perceived Work Factors and Parental Engagement: The Mediating Role of Marital Conflict.” 2016. Web. 21 Feb 2020.

Vancouver:

Borowski SC. Perceived Work Factors and Parental Engagement: The Mediating Role of Marital Conflict. [Internet] [Masters thesis]. Virginia Tech; 2016. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10919/78122.

Council of Science Editors:

Borowski SC. Perceived Work Factors and Parental Engagement: The Mediating Role of Marital Conflict. [Masters Thesis]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/78122


Virginia Tech

4. Day, Kimberly L. Children's Private Speech During an Emotion-Eliciting Task.

Degree: MS, Human Development, 2010, Virginia Tech

 This study informs research on how private speech, which is typically seen as a cognitive ability, is utilized during an emotion-eliciting task. This research helps… (more)

Subjects/Keywords: Emotion; Emotion regulation; Preschool children; Private speech

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APA (6th Edition):

Day, K. L. (2010). Children's Private Speech During an Emotion-Eliciting Task. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/42503

Chicago Manual of Style (16th Edition):

Day, Kimberly L. “Children's Private Speech During an Emotion-Eliciting Task.” 2010. Masters Thesis, Virginia Tech. Accessed February 21, 2020. http://hdl.handle.net/10919/42503.

MLA Handbook (7th Edition):

Day, Kimberly L. “Children's Private Speech During an Emotion-Eliciting Task.” 2010. Web. 21 Feb 2020.

Vancouver:

Day KL. Children's Private Speech During an Emotion-Eliciting Task. [Internet] [Masters thesis]. Virginia Tech; 2010. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10919/42503.

Council of Science Editors:

Day KL. Children's Private Speech During an Emotion-Eliciting Task. [Masters Thesis]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/42503


Virginia Tech

5. Garcia Meza, Tatiana. Cognitive Reappraisal in Middle Childhood.

Degree: MS, Developmental Science, 2019, Virginia Tech

 Changing the way one thinks of an emotional event is considered highly adaptive, this strategy is referred to as cognitive reappraisal (CR). 50 children between… (more)

Subjects/Keywords: middle childhood; cognitive reappraisal; emotion regulation; frontal EEG asymmetry

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APA (6th Edition):

Garcia Meza, T. (2019). Cognitive Reappraisal in Middle Childhood. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/91419

Chicago Manual of Style (16th Edition):

Garcia Meza, Tatiana. “Cognitive Reappraisal in Middle Childhood.” 2019. Masters Thesis, Virginia Tech. Accessed February 21, 2020. http://hdl.handle.net/10919/91419.

MLA Handbook (7th Edition):

Garcia Meza, Tatiana. “Cognitive Reappraisal in Middle Childhood.” 2019. Web. 21 Feb 2020.

Vancouver:

Garcia Meza T. Cognitive Reappraisal in Middle Childhood. [Internet] [Masters thesis]. Virginia Tech; 2019. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10919/91419.

Council of Science Editors:

Garcia Meza T. Cognitive Reappraisal in Middle Childhood. [Masters Thesis]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/91419


Virginia Tech

6. Diaz, Anjolii. The Impact of Fearfulness on Childhood Memory: Attention, Effortful Control, and Visual Recognition Memory.

Degree: PhD, Psychology, 2012, Virginia Tech

 Fear is an integral and adaptive aspect of emotion related development (Gullone, 1999) and is one of the earliest regulatory systems influencing the control of… (more)

Subjects/Keywords: Temperament; Recognition Memory; Fear; Physiology; Development

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APA (6th Edition):

Diaz, A. (2012). The Impact of Fearfulness on Childhood Memory: Attention, Effortful Control, and Visual Recognition Memory. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77077

Chicago Manual of Style (16th Edition):

Diaz, Anjolii. “The Impact of Fearfulness on Childhood Memory: Attention, Effortful Control, and Visual Recognition Memory.” 2012. Doctoral Dissertation, Virginia Tech. Accessed February 21, 2020. http://hdl.handle.net/10919/77077.

MLA Handbook (7th Edition):

Diaz, Anjolii. “The Impact of Fearfulness on Childhood Memory: Attention, Effortful Control, and Visual Recognition Memory.” 2012. Web. 21 Feb 2020.

Vancouver:

Diaz A. The Impact of Fearfulness on Childhood Memory: Attention, Effortful Control, and Visual Recognition Memory. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10919/77077.

Council of Science Editors:

Diaz A. The Impact of Fearfulness on Childhood Memory: Attention, Effortful Control, and Visual Recognition Memory. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/77077


Virginia Tech

7. Gambrel, Laura Eubanks. The Mindful Transition to Parenthood Program: Developing and Evaluating a Psychoeducational-Experiential Intervention for Couples Expecting Their First Child.

Degree: PhD, Human Development, 2012, Virginia Tech

 The transition from partnership to parenthood can be a time of excitement and rapid change for couples. After the birth of a first child, many… (more)

Subjects/Keywords: relationship education; prenatal; mixed methods; attunement; mindfulness

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APA (6th Edition):

Gambrel, L. E. (2012). The Mindful Transition to Parenthood Program: Developing and Evaluating a Psychoeducational-Experiential Intervention for Couples Expecting Their First Child. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77234

Chicago Manual of Style (16th Edition):

Gambrel, Laura Eubanks. “The Mindful Transition to Parenthood Program: Developing and Evaluating a Psychoeducational-Experiential Intervention for Couples Expecting Their First Child.” 2012. Doctoral Dissertation, Virginia Tech. Accessed February 21, 2020. http://hdl.handle.net/10919/77234.

MLA Handbook (7th Edition):

Gambrel, Laura Eubanks. “The Mindful Transition to Parenthood Program: Developing and Evaluating a Psychoeducational-Experiential Intervention for Couples Expecting Their First Child.” 2012. Web. 21 Feb 2020.

Vancouver:

Gambrel LE. The Mindful Transition to Parenthood Program: Developing and Evaluating a Psychoeducational-Experiential Intervention for Couples Expecting Their First Child. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10919/77234.

Council of Science Editors:

Gambrel LE. The Mindful Transition to Parenthood Program: Developing and Evaluating a Psychoeducational-Experiential Intervention for Couples Expecting Their First Child. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/77234

8. Kraybill, Jessica Hershberger. A Latent Factor Analysis of Preschool Executive Functions: Investigations of Antecedents and Outcomes.

Degree: PhD, Psychology, 2014, Virginia Tech

 The current study investigated the nature of executive function (EF) abilities in preschoolers using confirmatory factor analysis; potential antecedents and outcomes were examined as well.… (more)

Subjects/Keywords: Executive Function; Inhibitory Control; Working Memory; Self Regulation

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APA (6th Edition):

Kraybill, J. H. (2014). A Latent Factor Analysis of Preschool Executive Functions: Investigations of Antecedents and Outcomes. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/25334

Chicago Manual of Style (16th Edition):

Kraybill, Jessica Hershberger. “A Latent Factor Analysis of Preschool Executive Functions: Investigations of Antecedents and Outcomes.” 2014. Doctoral Dissertation, Virginia Tech. Accessed February 21, 2020. http://hdl.handle.net/10919/25334.

MLA Handbook (7th Edition):

Kraybill, Jessica Hershberger. “A Latent Factor Analysis of Preschool Executive Functions: Investigations of Antecedents and Outcomes.” 2014. Web. 21 Feb 2020.

Vancouver:

Kraybill JH. A Latent Factor Analysis of Preschool Executive Functions: Investigations of Antecedents and Outcomes. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10919/25334.

Council of Science Editors:

Kraybill JH. A Latent Factor Analysis of Preschool Executive Functions: Investigations of Antecedents and Outcomes. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/25334


Virginia Tech

9. Tan, Lin. Cross-Cultural Differences in the Determinants of Maternal Emotion Coaching:  Role of Maternal Emotional Awareness and Emotion Regulation.

Degree: PhD, Human Development, 2017, Virginia Tech

 Despite many positive outcomes associated with emotion coaching, factors related to individual differences in emotion coaching have yet to be explored. The current study examined… (more)

Subjects/Keywords: emotion coaching; emotional awareness; reappraisal; suppression

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APA (6th Edition):

Tan, L. (2017). Cross-Cultural Differences in the Determinants of Maternal Emotion Coaching:  Role of Maternal Emotional Awareness and Emotion Regulation. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77541

Chicago Manual of Style (16th Edition):

Tan, Lin. “Cross-Cultural Differences in the Determinants of Maternal Emotion Coaching:  Role of Maternal Emotional Awareness and Emotion Regulation.” 2017. Doctoral Dissertation, Virginia Tech. Accessed February 21, 2020. http://hdl.handle.net/10919/77541.

MLA Handbook (7th Edition):

Tan, Lin. “Cross-Cultural Differences in the Determinants of Maternal Emotion Coaching:  Role of Maternal Emotional Awareness and Emotion Regulation.” 2017. Web. 21 Feb 2020.

Vancouver:

Tan L. Cross-Cultural Differences in the Determinants of Maternal Emotion Coaching:  Role of Maternal Emotional Awareness and Emotion Regulation. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10919/77541.

Council of Science Editors:

Tan L. Cross-Cultural Differences in the Determinants of Maternal Emotion Coaching:  Role of Maternal Emotional Awareness and Emotion Regulation. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/77541


Virginia Tech

10. Neal, Amy Elizabeth. What do Words Really Say? An Examination of Associations between Preschool Emotion Language and Emotional Development.

Degree: PhD, Psychology, 2014, Virginia Tech

 This study examines associations of emotion language with emotion understanding and emotion regulation during the preschool years. There is evidence that the way parents talk… (more)

Subjects/Keywords: emotion language; emotion understanding; emotion regulation; emotion socialization

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APA (6th Edition):

Neal, A. E. (2014). What do Words Really Say? An Examination of Associations between Preschool Emotion Language and Emotional Development. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/64002

Chicago Manual of Style (16th Edition):

Neal, Amy Elizabeth. “What do Words Really Say? An Examination of Associations between Preschool Emotion Language and Emotional Development.” 2014. Doctoral Dissertation, Virginia Tech. Accessed February 21, 2020. http://hdl.handle.net/10919/64002.

MLA Handbook (7th Edition):

Neal, Amy Elizabeth. “What do Words Really Say? An Examination of Associations between Preschool Emotion Language and Emotional Development.” 2014. Web. 21 Feb 2020.

Vancouver:

Neal AE. What do Words Really Say? An Examination of Associations between Preschool Emotion Language and Emotional Development. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10919/64002.

Council of Science Editors:

Neal AE. What do Words Really Say? An Examination of Associations between Preschool Emotion Language and Emotional Development. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/64002


Virginia Tech

11. Ivory, Adrienne Holz. The Effects of Profanity in Violent Video Game Content on Players' Hostile Expectations, Accessibility of Aggressive Thoughts, Aggressive Feelings, and Other Responses.

Degree: PhD, Human Development, 2010, Virginia Tech

 Although the effects of violent video games on aggression in users have been researched extensively and the resulting body of research shows that violent video… (more)

Subjects/Keywords: Profanity; Aggression; Computer Games; Video Games; Media Effects

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APA (6th Edition):

Ivory, A. H. (2010). The Effects of Profanity in Violent Video Game Content on Players' Hostile Expectations, Accessibility of Aggressive Thoughts, Aggressive Feelings, and Other Responses. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77200

Chicago Manual of Style (16th Edition):

Ivory, Adrienne Holz. “The Effects of Profanity in Violent Video Game Content on Players' Hostile Expectations, Accessibility of Aggressive Thoughts, Aggressive Feelings, and Other Responses.” 2010. Doctoral Dissertation, Virginia Tech. Accessed February 21, 2020. http://hdl.handle.net/10919/77200.

MLA Handbook (7th Edition):

Ivory, Adrienne Holz. “The Effects of Profanity in Violent Video Game Content on Players' Hostile Expectations, Accessibility of Aggressive Thoughts, Aggressive Feelings, and Other Responses.” 2010. Web. 21 Feb 2020.

Vancouver:

Ivory AH. The Effects of Profanity in Violent Video Game Content on Players' Hostile Expectations, Accessibility of Aggressive Thoughts, Aggressive Feelings, and Other Responses. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10919/77200.

Council of Science Editors:

Ivory AH. The Effects of Profanity in Violent Video Game Content on Players' Hostile Expectations, Accessibility of Aggressive Thoughts, Aggressive Feelings, and Other Responses. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/77200


Virginia Tech

12. Booker, Jordan Ashton. Effects of Emotion- and Gratitude-Focused Expressive Writings on Incoming College Students' Adjustment.

Degree: PhD, Psychology, 2015, Virginia Tech

 The transition to college can introduce new roles, opportunities, and challenges for growth and adjustment. Effective management of these challenges promotes personal adjustment and academic… (more)

Subjects/Keywords: College Transition; Marginalization; Expressive Writing; Emotion; Gratitude; Self-Compassion

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APA (6th Edition):

Booker, J. A. (2015). Effects of Emotion- and Gratitude-Focused Expressive Writings on Incoming College Students' Adjustment. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73300

Chicago Manual of Style (16th Edition):

Booker, Jordan Ashton. “Effects of Emotion- and Gratitude-Focused Expressive Writings on Incoming College Students' Adjustment.” 2015. Doctoral Dissertation, Virginia Tech. Accessed February 21, 2020. http://hdl.handle.net/10919/73300.

MLA Handbook (7th Edition):

Booker, Jordan Ashton. “Effects of Emotion- and Gratitude-Focused Expressive Writings on Incoming College Students' Adjustment.” 2015. Web. 21 Feb 2020.

Vancouver:

Booker JA. Effects of Emotion- and Gratitude-Focused Expressive Writings on Incoming College Students' Adjustment. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10919/73300.

Council of Science Editors:

Booker JA. Effects of Emotion- and Gratitude-Focused Expressive Writings on Incoming College Students' Adjustment. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/73300


Virginia Tech

13. Day, Kimberly Laura. Relations Between Parent Emotion Coaching and Children's Emotionality: The Importance of Children's Cognitive and Emotional Self-Regulation.

Degree: PhD, Human Development, 2014, Virginia Tech

 Children's self-regulation has been found to be related to optimal developmental outcomes; however, researchers are still investigating how cognitive and emotional regulation work together to… (more)

Subjects/Keywords: Early childhood; self-regulation; private speech; effortful control; emotion coaching

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APA (6th Edition):

Day, K. L. (2014). Relations Between Parent Emotion Coaching and Children's Emotionality: The Importance of Children's Cognitive and Emotional Self-Regulation. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/56960

Chicago Manual of Style (16th Edition):

Day, Kimberly Laura. “Relations Between Parent Emotion Coaching and Children's Emotionality: The Importance of Children's Cognitive and Emotional Self-Regulation.” 2014. Doctoral Dissertation, Virginia Tech. Accessed February 21, 2020. http://hdl.handle.net/10919/56960.

MLA Handbook (7th Edition):

Day, Kimberly Laura. “Relations Between Parent Emotion Coaching and Children's Emotionality: The Importance of Children's Cognitive and Emotional Self-Regulation.” 2014. Web. 21 Feb 2020.

Vancouver:

Day KL. Relations Between Parent Emotion Coaching and Children's Emotionality: The Importance of Children's Cognitive and Emotional Self-Regulation. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10919/56960.

Council of Science Editors:

Day KL. Relations Between Parent Emotion Coaching and Children's Emotionality: The Importance of Children's Cognitive and Emotional Self-Regulation. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/56960


Virginia Tech

14. Watson, Amanda J. Individual Differences in Inhibitory Control Skills at Four Years of Age.

Degree: PhD, Psychology, 2014, Virginia Tech

 Inhibitory Control (IC), a vital facet of childhood development, involves the ability to suppress a dominant response, as well as the ability to suppress irrelevant… (more)

Subjects/Keywords: Inhibitory control; executive function; social development; school readiness; EEG

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APA (6th Edition):

Watson, A. J. (2014). Individual Differences in Inhibitory Control Skills at Four Years of Age. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/56968

Chicago Manual of Style (16th Edition):

Watson, Amanda J. “Individual Differences in Inhibitory Control Skills at Four Years of Age.” 2014. Doctoral Dissertation, Virginia Tech. Accessed February 21, 2020. http://hdl.handle.net/10919/56968.

MLA Handbook (7th Edition):

Watson, Amanda J. “Individual Differences in Inhibitory Control Skills at Four Years of Age.” 2014. Web. 21 Feb 2020.

Vancouver:

Watson AJ. Individual Differences in Inhibitory Control Skills at Four Years of Age. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10919/56968.

Council of Science Editors:

Watson AJ. Individual Differences in Inhibitory Control Skills at Four Years of Age. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/56968

15. Williams, Isha. Health-Related Quality of Life in Children with Type 1 Diabetes: The Role of Family Environment, Parental Perceived Social Support, and Children's Coping.

Degree: PhD, Human Development, 2018, Virginia Tech

 Children diagnosed with Type 1 diabetes face lifetime issues that will affect their health-related quality of life (HRQoL). These challenges require varied coping skills to… (more)

Subjects/Keywords: Children; Health-related quality of life; Type 1 diabetes; Coping; Family environment; Perceived social support

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APA (6th Edition):

Williams, I. (2018). Health-Related Quality of Life in Children with Type 1 Diabetes: The Role of Family Environment, Parental Perceived Social Support, and Children's Coping. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/84073

Chicago Manual of Style (16th Edition):

Williams, Isha. “Health-Related Quality of Life in Children with Type 1 Diabetes: The Role of Family Environment, Parental Perceived Social Support, and Children's Coping.” 2018. Doctoral Dissertation, Virginia Tech. Accessed February 21, 2020. http://hdl.handle.net/10919/84073.

MLA Handbook (7th Edition):

Williams, Isha. “Health-Related Quality of Life in Children with Type 1 Diabetes: The Role of Family Environment, Parental Perceived Social Support, and Children's Coping.” 2018. Web. 21 Feb 2020.

Vancouver:

Williams I. Health-Related Quality of Life in Children with Type 1 Diabetes: The Role of Family Environment, Parental Perceived Social Support, and Children's Coping. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10919/84073.

Council of Science Editors:

Williams I. Health-Related Quality of Life in Children with Type 1 Diabetes: The Role of Family Environment, Parental Perceived Social Support, and Children's Coping. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/84073


Virginia Tech

16. Cardell, Annie Maria. Language Development and Verbal Encoding: Implications for Individual Differences in Short-Term Memory in 3-Year-Olds.

Degree: MS, Psychology, 2007, Virginia Tech

 There is evidence that language ability is related to a number of cognitive processes, including memory. This study used EEG to investigate the extent to… (more)

Subjects/Keywords: developmental cognitive neuroscience; verbal encoding; language development; EEG; short-term memory

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APA (6th Edition):

Cardell, A. M. (2007). Language Development and Verbal Encoding: Implications for Individual Differences in Short-Term Memory in 3-Year-Olds. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/32960

Chicago Manual of Style (16th Edition):

Cardell, Annie Maria. “Language Development and Verbal Encoding: Implications for Individual Differences in Short-Term Memory in 3-Year-Olds.” 2007. Masters Thesis, Virginia Tech. Accessed February 21, 2020. http://hdl.handle.net/10919/32960.

MLA Handbook (7th Edition):

Cardell, Annie Maria. “Language Development and Verbal Encoding: Implications for Individual Differences in Short-Term Memory in 3-Year-Olds.” 2007. Web. 21 Feb 2020.

Vancouver:

Cardell AM. Language Development and Verbal Encoding: Implications for Individual Differences in Short-Term Memory in 3-Year-Olds. [Internet] [Masters thesis]. Virginia Tech; 2007. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10919/32960.

Council of Science Editors:

Cardell AM. Language Development and Verbal Encoding: Implications for Individual Differences in Short-Term Memory in 3-Year-Olds. [Masters Thesis]. Virginia Tech; 2007. Available from: http://hdl.handle.net/10919/32960


Virginia Tech

17. Cardell, Annie Maria. Exploring the Role of Language Development and Verbal Encoding in Short-Term Recognition Memory in Early Childhood.

Degree: PhD, Psychology, 2009, Virginia Tech

 There is evidence that language ability is related to a number of cognitive processes, including memory. As children become more proficient language-users, they develop the… (more)

Subjects/Keywords: Developmental Cognitive Neuroscience; Verbal Encoding; EEG Coherence; Short-term Memory

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APA (6th Edition):

Cardell, A. M. (2009). Exploring the Role of Language Development and Verbal Encoding in Short-Term Recognition Memory in Early Childhood. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27833

Chicago Manual of Style (16th Edition):

Cardell, Annie Maria. “Exploring the Role of Language Development and Verbal Encoding in Short-Term Recognition Memory in Early Childhood.” 2009. Doctoral Dissertation, Virginia Tech. Accessed February 21, 2020. http://hdl.handle.net/10919/27833.

MLA Handbook (7th Edition):

Cardell, Annie Maria. “Exploring the Role of Language Development and Verbal Encoding in Short-Term Recognition Memory in Early Childhood.” 2009. Web. 21 Feb 2020.

Vancouver:

Cardell AM. Exploring the Role of Language Development and Verbal Encoding in Short-Term Recognition Memory in Early Childhood. [Internet] [Doctoral dissertation]. Virginia Tech; 2009. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10919/27833.

Council of Science Editors:

Cardell AM. Exploring the Role of Language Development and Verbal Encoding in Short-Term Recognition Memory in Early Childhood. [Doctoral Dissertation]. Virginia Tech; 2009. Available from: http://hdl.handle.net/10919/27833


Virginia Tech

18. Diaz, Anjolii. Temperament Differences in Fear Reactivity in Infancy: Frontal EEG Asymmetry and Recognition Memory.

Degree: MS, Psychology, 2009, Virginia Tech

 Findings that relate cognition and negative affect are not very consistent. However, according to Lazarus (1982) cognitive processes are key to the development and expression… (more)

Subjects/Keywords: Temperament; Physiology; Recognition Memory; Development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Diaz, A. (2009). Temperament Differences in Fear Reactivity in Infancy: Frontal EEG Asymmetry and Recognition Memory. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77024

Chicago Manual of Style (16th Edition):

Diaz, Anjolii. “Temperament Differences in Fear Reactivity in Infancy: Frontal EEG Asymmetry and Recognition Memory.” 2009. Masters Thesis, Virginia Tech. Accessed February 21, 2020. http://hdl.handle.net/10919/77024.

MLA Handbook (7th Edition):

Diaz, Anjolii. “Temperament Differences in Fear Reactivity in Infancy: Frontal EEG Asymmetry and Recognition Memory.” 2009. Web. 21 Feb 2020.

Vancouver:

Diaz A. Temperament Differences in Fear Reactivity in Infancy: Frontal EEG Asymmetry and Recognition Memory. [Internet] [Masters thesis]. Virginia Tech; 2009. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10919/77024.

Council of Science Editors:

Diaz A. Temperament Differences in Fear Reactivity in Infancy: Frontal EEG Asymmetry and Recognition Memory. [Masters Thesis]. Virginia Tech; 2009. Available from: http://hdl.handle.net/10919/77024


Virginia Tech

19. Morasch, Katherine Colona. Explicit Memory and Brain-Electrical Activity in 10-month-old Infants.

Degree: PhD, Psychology, 2007, Virginia Tech

 One of the most intriguing and enduring issues in contemporary developmental cognitive neuroscience centers on the development of the ability to remember past experiences and… (more)

Subjects/Keywords: explicit memory; EEG; developmental cognitive neuroscience; infant

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Morasch, K. C. (2007). Explicit Memory and Brain-Electrical Activity in 10-month-old Infants. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27065

Chicago Manual of Style (16th Edition):

Morasch, Katherine Colona. “Explicit Memory and Brain-Electrical Activity in 10-month-old Infants.” 2007. Doctoral Dissertation, Virginia Tech. Accessed February 21, 2020. http://hdl.handle.net/10919/27065.

MLA Handbook (7th Edition):

Morasch, Katherine Colona. “Explicit Memory and Brain-Electrical Activity in 10-month-old Infants.” 2007. Web. 21 Feb 2020.

Vancouver:

Morasch KC. Explicit Memory and Brain-Electrical Activity in 10-month-old Infants. [Internet] [Doctoral dissertation]. Virginia Tech; 2007. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10919/27065.

Council of Science Editors:

Morasch KC. Explicit Memory and Brain-Electrical Activity in 10-month-old Infants. [Doctoral Dissertation]. Virginia Tech; 2007. Available from: http://hdl.handle.net/10919/27065


Virginia Tech

20. Alegre, Alberto. Parental behaviors and late adolescents' adjustment: The role of emotional security and emotional intelligence.

Degree: PhD, Human Development, 2008, Virginia Tech

 Based on hypothesized relations advanced by Cummings and Davies (1995), the current study tests the hypothesis that parental availability and parental control, experienced during middle… (more)

Subjects/Keywords: late adolescents' adjustment; parental behaviors; emotional intelligence; emotional security

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APA (6th Edition):

Alegre, A. (2008). Parental behaviors and late adolescents' adjustment: The role of emotional security and emotional intelligence. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26056

Chicago Manual of Style (16th Edition):

Alegre, Alberto. “Parental behaviors and late adolescents' adjustment: The role of emotional security and emotional intelligence.” 2008. Doctoral Dissertation, Virginia Tech. Accessed February 21, 2020. http://hdl.handle.net/10919/26056.

MLA Handbook (7th Edition):

Alegre, Alberto. “Parental behaviors and late adolescents' adjustment: The role of emotional security and emotional intelligence.” 2008. Web. 21 Feb 2020.

Vancouver:

Alegre A. Parental behaviors and late adolescents' adjustment: The role of emotional security and emotional intelligence. [Internet] [Doctoral dissertation]. Virginia Tech; 2008. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10919/26056.

Council of Science Editors:

Alegre A. Parental behaviors and late adolescents' adjustment: The role of emotional security and emotional intelligence. [Doctoral Dissertation]. Virginia Tech; 2008. Available from: http://hdl.handle.net/10919/26056


Virginia Tech

21. Adkins, Denise Rene. Cognitive Development in Late Childhood: An Examination of Working Memory and Inhibitory Control.

Degree: PhD, Psychology, 2006, Virginia Tech

 An interactive framework of working memory and inhibitory control has been endorsed for examining cognitive development across the lifespan (Roberts & Pennington, 1996). According to… (more)

Subjects/Keywords: temperament; late childhood; EEG; working memory; inhibitory control; cognition

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Adkins, D. R. (2006). Cognitive Development in Late Childhood: An Examination of Working Memory and Inhibitory Control. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27100

Chicago Manual of Style (16th Edition):

Adkins, Denise Rene. “Cognitive Development in Late Childhood: An Examination of Working Memory and Inhibitory Control.” 2006. Doctoral Dissertation, Virginia Tech. Accessed February 21, 2020. http://hdl.handle.net/10919/27100.

MLA Handbook (7th Edition):

Adkins, Denise Rene. “Cognitive Development in Late Childhood: An Examination of Working Memory and Inhibitory Control.” 2006. Web. 21 Feb 2020.

Vancouver:

Adkins DR. Cognitive Development in Late Childhood: An Examination of Working Memory and Inhibitory Control. [Internet] [Doctoral dissertation]. Virginia Tech; 2006. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10919/27100.

Council of Science Editors:

Adkins DR. Cognitive Development in Late Childhood: An Examination of Working Memory and Inhibitory Control. [Doctoral Dissertation]. Virginia Tech; 2006. Available from: http://hdl.handle.net/10919/27100

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