Biomedical subjects

Jan Karrass

Publications and source records attributed to Jan Karrass.

4 recordsLinked to original sources

PubMed2007

Positive emotion, negative emotion, and emotion control in the externalizing problems of school-aged children.

The present study examined the role of emotion and emotion control in children's externalizing problems. Third- to sixth-grade children were administered a self-report measure of positive emotion, negative emotion, and emotion control. Peer- and teacher-reported adjustment problems were assessed. Structural equations modeling revealed that negative emotion, especially anger, was important in externalizing problems. Less positive emotion was associated with more externalizing problems. However, when negative emotion was examined in a more differentiated manner (anger, sadness and fear), the effect of positive emotion was diminished. Anger consistently emerged as a significant predictor of behavior problems. No interaction between either positive emotion and emotion control or negative emotion and emotion control was significant. Results showed main effects of each emotion component, with small interaction effects. Methodological and conceptual implications of the findings from the present study are discussed.

Adolescent↗

PubMed2006

Relation of emotional reactivity and regulation to childhood stuttering.

UNLABELLED: The purpose of the present study was to examine relations between children's emotional reactivity, emotion regulation and stuttering. Participants were 65 preschool children who stutter (CWS) and 56 preschool children who do not stutter (CWNS). Parents completed the Behavior Style Questionnaire (BSQ) [McDevitt S. C., & Carey, W. B. (1978). A measure of temperament in 3-7 year old children. Journal of Child Psychology and Psychiatry and Allied Disciplines, 19, 245-253]. Three groups of BSQ items measuring emotional reactivity, emotion regulation, and attention regulation were identified by experts in children's emotions. Findings indicated that when compared to their normally fluent peers, CWS were significantly more reactive, significantly less able to regulate their emotions, and had significantly poorer attention regulation, even after controlling for gender, age, and language abilities. Findings suggest that the relatively greater emotional reactivity experienced by preschool children who stutter, together with their relative inability to flexibly control their attention and regulate the emotions they experience, may contribute to the difficulties these children have establishing reasonably fluent speech and language. LEARNING OUTCOMES: The reader should be able to (1) define emotional reactivity and emotion regulation, (2) explain how emotional reactivity and emotion regulation relate to preschool stuttering, and (3) understand recent empirical evidence linking reactivity and regulation to preschool stuttering.

Analysis of Variance↗

PubMed2003

Predicting shared parent--child book reading in infancy.

This study examined the degree to which parental contextual factors and infant characteristics predicted whether parents read aloud to their 8-month-old infants. Discriminant function analysis revealed that mothers with higher family incomes and those who reported less parenting stress and fewer general hassles were more likely to read to their infants. Gender and temperament of the infant did not significantly predict whether mothers would engage in shared reading. Furthermore, there was no evidence that mothers who reported reading aloud to their infants display more enriching parenting practices in the laboratory. Paternal contextual factors did not discriminate readers from nonreaders, but infant temperament did. Fathers who read aloud had infants who were less soothable and who displayed longer durations of orienting. The possibility that book reading could serve as 1 mediator of the temperament-cognition relationship is discussed.

Adult↗

PubMed2002

Processes in language acquisition: the roles of gender, attention, and maternal encouragement of attention over time.

This longitudinal study including 87 infant-mother dyads examined the relation between infant temperamental attention, maternal encouragement of attention, language, and the effects of gender. At ages 0;4, 0;8, and 1;0, global attention was assessed from Rothbart's (1981) IBQ; manipulative exploration was assessed with the Bayley (1969) IBR; and maternal verbal, visual and physical encouragement of attention were coded from 5 minutes of mother-infant free-play. At 1;0, language was measured using language items from the Bayley Mental Scale and parent-report items from Hendrick, Prather & Tobin's (1984) SICD-Revised. Multiple regressions indicated that gender, infants' manipulative exploration and maternal physical encouragement of attention at 0;4, and maternal verbal encouragement of attention at 1;0, were all positively related to language at 1;0. Interactions indicated that girls high in 0;8 or 1;0 manipulative exploration had more advanced language skills than girls low in manipulative exploration or than boys, regardless of their attention level. Additionally, maternal verbal encouragement of attention appears to be particularly salient in the development of language for boys.

Attention↗