Papers by Nancy Eisenberg
Journal of Social Issues, 1975
The origins and development of concepts of justice are examined from three theoretical points of ... more The origins and development of concepts of justice are examined from three theoretical points of view—learning theory, psychoanalysis, and cognitive developmental theory. Cognitive developmental theory and research, particularly the work of Piaget and Kohlberg, has contributed most to our understanding of children's ideas of justice and how these change and mature. Empirical data supporting the hypothesis that concepts of justice develop through a fixed and invariant sequence of stages is reviewed together with hypotheses and studies related to the process of transition from one stage to the next. Knowledge about the course of development needs to be supplemented, through systematic research, with information about aspects of the socialization process as antecedents of mature concepts of justice and of behavior consistent with these concepts.
Wiley-Blackwell eBooks, Apr 21, 2009
Wiley-Blackwell eBooks, Apr 21, 2009
American Psychological Association eBooks, 2003
ABSTRACT
Contemporary Educational Psychology, 1989
Students' interactive and noninteractive behaviors in the classroom were observed among 65 third ... more Students' interactive and noninteractive behaviors in the classroom were observed among 65 third grade children in two types of instructional situations, active classroom (AC) and traditional classroom (TC) within a kibbutz school and a city school. The hypothesis was that kibbutz children would exhibit more cooperative behaviors due to the ideological transmission of cooperative norms in the communal kibbutz society. It also was hypothesized that the highest amount of interactive behaviors would be found in the AC, where classmates have more opportunity to interact. Results supported the hypotheses. The findings clarified the importance of ideology transmission as a source for interactive cooperative behavior, but indicated that only specific instructional practices facilitate those behaviors in the classroom.
Pediatrics
In the February 1975 issue Kearsley et al.1 make the point that, beginning at about 9 months of a... more In the February 1975 issue Kearsley et al.1 make the point that, beginning at about 9 months of age, infants cry when left alone and that this is true regardless of rearing circumstance (day-care vs. home-rearing). We agree with their second interpretation of these results–that this response to "isolated" separation represents cognitive growth ("psychological processes"). We are concerned, however, that this phenomenon is alternately referred to as "separation protest" and that it is discussed as bearing on the effects of day-care on the quality of the mother-child relation.
Altruistic Emotion, Cognition, and Behavior (PLE: Emotion), 2014
Journal of Child Psychology and Psychiatry, 2017
In Nigg's excellent article, he deals with a variety of complex conceptual issues related to ... more In Nigg's excellent article, he deals with a variety of complex conceptual issues related to the constructs of self‐regulation and executive functioning (EF). Overall, I agree that the terminology proposed by Nigg should be adopted; moreover, the conceptual distinctions he provides should help the field to move forward with regard to the understanding of varied constructs related to self‐regulation. In the spirit of further clarification, I questioned Nigg's suggestions that (a) working memory should be considered as part of the construct of top‐down regulation and (b) planning is a higher level component of EF but not part of effortful control. In addition, I discussed my perspective on the role of automaticity in defining top‐down versus bottom‐up self‐regulatory processes and the role of flexibility in top‐down self‐regulatory processes and their relation to personality resiliency.
Self-Regulation in Adolescence
Psicologia Del Potencial Humano Cuestiones Fundamentales Y Normas Para Una Psicologia Positiva 2007 Isbn 978 84 9784 165 8 Pags 165 182, 2007
Child Development, 2015
Effortful control is associated with fewer aggressive‐antisocial behaviors (AAB) and depressive s... more Effortful control is associated with fewer aggressive‐antisocial behaviors (AAB) and depressive symptoms (DEP), but impulsivity may moderate these relations. However, few researchers have considered the effects of AAB‐DEP co‐occurrence. A multi‐informant, multimethod approach assessed 5‐ to 10‐year‐olds’ effortful control and impulsivity and, 5–6 years later, their AAB and DEP (N = 474). Participants were non‐Hispanic Caucasian (59.2%) or Hispanic (27.9%) from a Southwestern U.S. metropolitan area. Low effortful control predicted pure AAB. Low effortful control and low impulsivity predicted pure DEP and co‐occurring AAB‐DEP. An effortful Control × Impulsivity × Age interaction predicted pure AAB and co‐occurring AAB‐DEP. For older adolescents, lower effortful control predicted more symptoms only at average and high impulsivity. Results highlight multiple pathways to pure DEP versus pure AAB or co‐occurring AAB‐DEP.
Encyclopedia of Social Psychology
Science, 1987
This book summarizes current knowledge of the atmospheres and ionospheres of the outer planets. A... more This book summarizes current knowledge of the atmospheres and ionospheres of the outer planets. Although the visits of Pioneer BOOKS REVIEWS 729
Contemporary Psychology: A Journal of Reviews, 1994
Originally published in Contemporary Psychology: APA Review of Books, 1994, Vol 39(11), 1026-1027... more Originally published in Contemporary Psychology: APA Review of Books, 1994, Vol 39(11), 1026-1027. Reviews the book, Empathy: A Social Psychological Approach by Mark H. Davis (see record 1993-98880-000). In this book, Davis, an active contributor to the research on empathy, reviews theory and empirical findings related to empathy, primarily from an adult-oriented, social psychological perspective. Davis conceptualizes empathy-related processes and outcomes broadly. An organizational model is used to structure the content of the book and to define empathy. In the model, two types of antecedent factors, person variables (e g., biological capacities, individual differences, and learning history) and situation variables (including strength of the situation and observer-target similarity), influence empathy-related processes. This book is written at a moderately high level in terms of specificity of information and presentation of findings. However, it is targeted at audiences who are not necessarily familiar with the jargon of the field or the empirical literature. Accordingly, the book is appropriate for sophisticated upper-level undergraduate students, graduate students, academics and other professionals, and educated lay persons. (PsycINFO Database Record (c) 2006 APA, all rights reserved)
Page 1. StpCLQDDa ai Infancia y conductas de ayuda N. Eisenberg Page 2. Page 3. Page 4. Colección... more Page 1. StpCLQDDa ai Infancia y conductas de ayuda N. Eisenberg Page 2. Page 3. Page 4. Colección: PSICOLOGÍA El desarrollo en el niño Page 5. Infancia y conductas de ayuda por Nancy EISENBERG Catedrática de Psicología ...
Child Development, 1984
EISENBERG, NANCY; TRYON, KELLY; and CAMERON, ELLEN. The Relation of Preschoolers' Peer Intera... more EISENBERG, NANCY; TRYON, KELLY; and CAMERON, ELLEN. The Relation of Preschoolers' Peer Interaction to Their Sex-typed Toy Choices. CHILD DEVELOPMENT, 1984, 55, 1044-1050. The purpose of the present research was to examine the processes that might influence the degree of association between preschoolers' sex-role stereotypic toy choices and their choice of same-sex versus opposite-sex playmates. 51 children in preschool classes for 4-year-olds were observed during free play over 9 weeks. Variables relating to peer interaction were coded both immediately prior to toy play (who possessed a toy when a child approached it, who a child was with immediately before approaching a toy, who initiated movement toward a toy) and during play (who a child interacted with, and who initiated the interaction). There was a moderate negative relation between opposite-sex peer interaction and preference for same-sex toy play. Sex of playmate prior to contact with a toy was unrelated to the sex-typing of subsequent toy use. Moreover (especially for boys), there was a match between peer interaction during play and the sex-typing of the ongoing toy play. Possible explanations for the pattern of data are discussed.
Child Development, Sep 1, 2005
Abstract: In a 3-wave longitudinal study (with assessments 2 years apart) involving 186 early ado... more Abstract: In a 3-wave longitudinal study (with assessments 2 years apart) involving 186 early adolescents (M ages of approximately 9.3, 11.4, and 13.4), the hypothesis that parental warmth/positive expressivity predicts children's effortful control (EC)(a temperamental ...
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Papers by Nancy Eisenberg