• BELIEFS ABOUT THE SPREAD OF EMOTIONS: RELATIONSHIPS TO REPORTED AND OBSERVABLE EMOTIONAL BEHAVIOR THROUGH INTERPERSONAL GOALS 

  Senft, Nicole (Georgetown University, 2016)

  Beliefs about emotions play an important role in guiding emotional behavior. Though emotions are interpersonal phenomena, we know little about individuals’ beliefs about the consequences of their emotions for others. My ...

• THE ROLE OF SCHOOL ENGAGEMENT AND EDUCATIONAL POLICY IN THE DEVELOPMENT OF SOCIO-EMOTIONAL SKILLS 

  Markowitz, Anna Justine (Georgetown University, 2016)

  American public schools have long been the key policy mechanism for enhancing America’s human resources and for giving students the skills they need to be successful, contributing citizens in the complex, 21st century ...

• Infant and Toddler Engagement in Video Mediated Interactions 

  McClure, Elisabeth (Georgetown University, 2016)

  When families – especially those with very young children under 2 years old – are geographically separated, forming warm family relationships can be a challenge. Fortunately, rapid developments in communication technology ...

• Examining factors associated with visuospatial working memory development from infancy through the preschool years 

  Zimmermann, Laura (Georgetown University, 2016)

  In early childhood, the development of executive functioning (EF) takes place. This complex system comprised of working memory, inhibitory control, and shifting is crucial for successful cognitive and socio-emotional ...

• FIRST I AM MY TRIBE: AN INVESTIGATION OF ETHNIC IDENTITY IN A NATIONAL SAMPLE OF AFGHANS 

  Warren, Zachary J. (Georgetown University, 2016)

  Identity centrality is important to the study of intergroup conflict because it defines identity priorities for ingroup/outgroup affiliation. A key question in understanding identity centrality, particularly for ethnic ...

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