Interpersonal problem-solving skills, executive function and learning potential in preadolescents with high/low family risk

Referències bibliogràfiques

• Andersen S. L. (2003). Trajectories of brain development: Point of vulnerability or window of opportunity? Neuroscience and Biobehavioral Reviews, 27, 3–18. https:// doi.org/10.1016/S0149-7634(03)00005-8
• Arán-Filippetti V., & Richaud de Minzi M. C. (2011). Efectos de un programa intervención para aumentar la reflexividad y la planificación en un ámbito escolar de alto riesgo por pobreza [Effects of an intervention program to increase reflectivity and planning in a high poverty-risk school setting]. Universitas Psychologica, 10, 341–354.
• Bäckman O., & Nilsson A. (2011). Pathways to social exclusion. A life-course study. European Sociological Review, 27(1), 107–123. https://doi.org/10.1093/esr/jcp064
• Bornstein M. H., Hahn C. S., & Haynes O. M. (2010). Social competence, externalizing, and internalizing behavioral adjustment from early childhood through early adolescence: Developmental cascades. Development and Psychopathology, 22, 717–735. https://doi.org/10.1017/ S0954579410000416
• Calero M. D., Fernández-Parra A., López-Rubio S., Carles R., Mata S., Vives M. C., … Márquez J. (2013). Variables involved in personal, social and school adjustment in a sample of preschool-aged children from different cultural backgrounds. European Journal of Psychology of Education, 28(1), 133–155. https://doi.org/10.1007/s10212-012-0107-8
• Calero M. D., García-Martín M. B., Molinero C., & Bonete S. (2009). Evaluación de solución de conflictos interpersonales (ESCI) [Assessment of interpersonal conflict resolution]. Unpublished manuscript. University of Granada, Spain.
• Calero M. D., Mata S., Carles R., Vives C., López-Rubio S., Fernández-Parra A., & Navarro E. (2013). Learning potential and adaptation to the educational context: The usefulness of the ACFS for assessing immigrant preschool children. Psychology in the Schools, 50, 705–721. https://doi. org/10.1002/pits.21701
• Chang E. C., D´Zurilla T. J., & Sanna L. J. (2009). Social problem solving as a mediator of the link between stress and psychological well-being in middle-adulthood. Cognitive Therapy and Research, 33(1), 33–49. https://doi. org/10.1007/s10608-007-9155-9
• De Carlo C., Wadsworth M. E., & Stump J. (2011). Socioeconomic status, neighborhood disadvantage, and poverty-related stress: Prospective effects on psychological syndromes among diverse low-income families. Journal of Economic Psychology, 32, 218–230. https://doi.org/ 10.1016/J.JOEP.2009.10.008
• D’Zurilla T. J., & Nezu A. M. (2010). Problem-solving therapy. In K. S. Dobson (Ed.), Handbook of cognitivebehavioral therapies (pp. 197–225). New York, NY: Guilford Press.
• Ekman P., & Friesen W. V. (1976). Pictures of facial affect. Palo Alto, CA: Consulting Psychologist´s Press.
• Golden C. J. (2006). Stroop: Test de colores y palabras [Stroop: Color and word test]. Madrid, Spain: TEA ediciones.
• Haywood H. C. (2012). Dynamic assessment: A history of fundamental ideas. Journal of Cognitive Education and Psychology, 11, 217–229. https://doi.org/10.1891/ 1945-8959.11.3.217
• Haywood H. C., & Lidz C. S. (2007). Dynamic assessment in practice: Clinical and educational applications. Cambridge, UK: University Press.
• Isaacowitz D. M., & Standley J. T. (2011). Bringing an ecological perspective to the study of aging and recognition of emotional facial expression: Past, current and future methods. Journal of Non-verbal Behavior, 35, 261–278. https://doi.org/10.1007/s10919-011-0113-6
• Ison M. S., & Morelato G. S. (2002). Contextos familiar y desarrollo de habilidades cognitivas para la resolución de problemas interpersonales en niños [Family contexts and development of cognitive skills for the resolution of interpersonal problems in children]. PSYKHE, 11(1), 149–157.
• Leist T., & Dadds M. R. (2009). Adolescents’ ability to read different emotional faces relates to their history of maltreatment and type of psychopathology. Clinical Child Psychology and Psychiatry, 14, 237–250. https://doi.org/ 10.1177/1359104508100887
• Leshner A. F., Tom S. R., & Kern R. S. (2013). Errorless learning and social problem solving ability in schizophrenia: An examination of the compensatory effects of training. Psychiatry Research, 206(1), 1–7. https://doi.org/10.1016/j.psychres.2012.10.007
• Magura S., & Moses B. S. (1986). Outcome measures for child welfare services. Washington, DC: Child Welfare League of America.
• Martin J. P., Stack D. M., Serbin L. A., Schwartzman A. E., & Ledingham J. (2012). Social problem solving in high-risk mother-child dyads: An intergenerational study. Social Development, 21(1), 47–67. https://doi.org/10.1111/ j.1467-9507.2011.00600.x
• Mistry R. S., Benner A. D., Biesanz J. C., Clark S. L., & Howes C. (2010). Family and social risk, and parental investments during the early childhood years as predictors of low-income children’s school readiness outcomes. Early Childhood Research Quarterly, 25, 432–449. https://doi. org/10.1016/j.ecresq.2010.01.002
• Molinero C. (2015). Análisis psicométrico de la Escala de Evaluación de Solución de Conflictos Interpersonales (ESCI) [Psychometric analysis of the assessment of interpersonal conflict resolution test] (Unpublished doctoral dissertation). University of Granada, Spain.
• Molinero C., Bonete S., Gómez-Pérez M. M., & Calero M. D. (2015). Estudio normativo del test de 60 caras de Ekman para adolescentes españoles [Normative study of Ekman 60 Faces test for Spanish adolescents]. Behavioral Psychology/Psicología Conductual, 23, 361–371.
• Montgomery J. M., Stoesz B. M., & McCrimmon A. W. (2013). Emotional intelligence, theory of mind, and executive functions as predictors of social outcomes in young adults with Asperger Syndrome. Focus on Autism and Other Developmental Disabilities, 28(1), 4–13. https:// doi.org/10.1177/1088357612461525
• Pollack S. D, Cicchetti D., Klorman R., & Brumaghim J. T. (1997). Cognitive brain event-related potentials and emotion processing in maltreated children. Child Development, 68, 773–787. https://doi.org/10.1111/ j.1467-8624.1997.tb01961.x
• Prochnow D., Brunheim L., Steinhäuser S., & Seitz R. J. (2014). Reasoning about the implications of facial expressions: A behavioral and fMRI study on low and high social impact. Brain and Cognition, 90, 165–173. https://doi.org/10.1016/j.bandc.2014.07.004
• Sarsour K., Sheridan M., Jutte D., Nuru-Jeter A., Hinshaw S., & Boyce W. T. (2011). Family socioeconomic status and child executive functions: The roles of language, home environment, and single parenthood. Journal of the International Neuropsychological Society, 17(1), 120–132. https://doi.org/10.1017/S1355617710001335
• Schölmerich A., Leyendecker B., Citlak B., Caspar U., & Jäkel J. (2008). Assessment of migrant and minority children. Zeitschrift für Psychologie/Journal of Psychology, 216, 187–194. https://doi.org/10.1027/0044-3409. 216.3.187
• Tzuriel D. (2013). Mediated learning experience and cognitive modifiability. Journal of Cognitive Education and Psychology, 12(1), 59–80. https://doi.org/10.1891/ 1945-8959.12.1.59
• Wechsler D. (2005). Escala de Inteligencia de Wechsler para Niños IV (WISC-IV) [Wechsler Intelligence Scale for Children-IV]. Madrid, Spain: TEA Ediciones.
• Weingartz S., Wiedl K. H., & Watzke S. (2008). Dynamic assessment of executive functioning: How can we measure change? Journal of Cognitive Education and Psychology, 7, 368–387. https://doi.org/10.1891/194589508787724088
• Whittaker J. E. V., Harden B. J., See H. M., Meisch A. D., & Westbrook T. R. (2011). Family risks and protective factors: Pathways to early head start toddlers’ socialemotional functioning. Early Childhood Research Quarterly, 26(1), 74–86. https://doi.org/10.1016/j.ecresq.2010.04.007
• Wiedl K. H., Mata S., Waldorf M., & Calero M. D. (2014). Dynamic testing with native and migrant preschool children in Germany and Spain, using the Application of Cognitive Functions Scale. Learning and Individual Differences, 35, 34–40. https://doi.org/10.1016/j.lindif. 2014.07.003
• Wiedl K. H., Schöttke H., & Calero M. D. (2001). Dynamic assessment of cognitive rehabilitation potential in schizophrenic persons and in old people with and without dementia. European Journal of Psychological Assessment, 17, 112–119.
• Yoshikawa H., Aber J. L., & Beardslee W. R. (2012). The effects of poverty on the mental, emotional, and behavioral health of children and youth. Implications for prevention. American Psychologist, 67, 272–284. https://doi.org/10.1037/a0028015
• Young A. W., Perrett D., Calder A., Sprengelmeyr R., & Ekman P. (2002). Facial expressions of emotions: Stimuli and test. San Antonio, TX: Harcourt Assessment.
• Young J. C., & Widom C. S. (2014). Long-term effects of child abuse and neglect on emotion processing in adulthood. Child Abuse & Neglect, 38, 1369–1381. https://doi.org/10.1016/j.chiabu.2014.03.008
• Youngstrom E., Wolpaw J. M., Kogos J. L., Schoff K., Ackerman B., & Izard C. (2000). Interpersonal problem solving in preschool and first grade: Developmental change and ecological validity. Journal of Clinical Child Psychology, 29, 589–602. https://doi.org/10.1207/ S15374424JCCP2904_11