WorldCat Identities

Müller, Ulrich 1964-

Works: 18 works in 79 publications in 2 languages and 4,233 library holdings
Genres: Academic theses  Criticism, interpretation, etc 
Roles: Editor, Thesis advisor, Commentator
Classifications: RJ134, 155.413
Publication Timeline
Most widely held works by Ulrich Müller
Social interaction and the development of knowledge( )

18 editions published between 2003 and 2014 in English and held by 1,617 WorldCat member libraries worldwide

"The chapters in this book address the fundamental issues faced by developmental theories concerning the roles of the individual and the collective in the development of rationality and morality, as well as the issues of relativism, enculturation and internalization. Various theoretical perspectives of these issues are discussed including dynamic systems theories, and the work of Piaget, Vygotsky and Wittgenstein. Chapters also focus on how these issues are played out in particular areas of development, including the development of rationality, morality, prosocial behavior and social cognition in infancy and childhood, as well as education."--Jacket
Origins and early development of human body knowledge by Virginia Slaughter( Book )

3 editions published in 2004 in English and held by 850 WorldCat member libraries worldwide

Examines the development of infants' and toddlers' knowledge about human bodies
Foundations for self-awareness : an exploration through autism by R. Peter Hobson( Book )

7 editions published in 2006 in English and held by 800 WorldCat member libraries worldwide

How do young children become aware of themselves and others as selves? This monograph addresses the question from an unexpected direction: self-other relations and social-emotional experience among individuals with early childhood autism.--[book cover]
The Cambridge companion to Piaget( Book )

16 editions published between 2009 and 2010 in English and held by 698 WorldCat member libraries worldwide

Jean Piaget (1896-1980) was listed among the 100 most important persons in the twentieth century by Time magazine, and his work - with its distinctive account of human development - has had a tremendous influence on a range of disciplines from philosophy to education, and notably in developmental psychology. The Cambridge Companion to Piaget provides a comprehensive introduction to different aspects of Piaget's work in a manner that does not eschew engagement with the complexities of subjects or debates yet is accessible to upper-level undergraduate students. Each chapter is a specially commissioned essay written by an expert on the subject matter. Thus, the book will also be of interest to academic psychologists, educational psychologists, and philosophers
Self-regulation and autonomy : social and developmental dimensions of human conduct by Bryan W Sokol( Book )

11 editions published between 2013 and 2015 in English and held by 142 WorldCat member libraries worldwide

Presents current research on self-regulation and autonomy, which have emerged as key predictors of health and well-being in several areas of psychology
The development of children's thinking : its social and communicative foundations by Jeremy I. M Carpendale( Book )

11 editions published between 2017 and 2018 in English and Russian and held by 98 WorldCat member libraries worldwide

"The Development of Children's Thinking offers undergraduate and graduate students in psychology and other disciplines an introduction to several core areas of developmental psychology. It examines recent empirical research within the context of longstanding theoretical debates. In particular, it shows how a grasp of classic theories within developmental psychology is vital for a grasp of new areas of research such as cognitive neuroscience that have impacted on our understanding of how children develop.The focus of this book will be on infancy and childhood, and it looks at: - Theories and context of development - How developmental psychology attempts to reconcile influences of nature and nurture - Communication in infancy as a precursor to later thinking - Language development in primates and young children - Cognitive and social development, including the child's understanding of the mind - How studies of moral reasoning reflect upon our understanding of development."Back cover
Peer victimization in preschoolers : the role of emotional competence by Emily Elizabeth Cartledge( )

1 edition published in 2010 in English and held by 4 WorldCat member libraries worldwide

Most peer victimization research has focused on school-aged children with little attention paid to victimization in preschoolers. The purpose of this study was to examine the contribution of emotional competencies to peer victimization in children 3 to 5 years old. A social information processing (SIP) model focusing on the role of emotion processes in socially competent interactions is presented. Fifty preschool children completed tasks of emotion regulation, emotion understanding, peer victimization, and verbal ability. Measures of emotionality, emotion regulation, and peer victimization were completed by parents and teachers. No relation was found between preschoolers' level of emotional competency and degree of peer victimization. Children's verbal ability was associated with peer victimization. Limitations to the study, practical implications, and avenues for future research are presented
The Influence of Mindfulness Training on Social Functioning in Children with Fetal Alcohol Spectrum Disorders by Lesley Baker( )

1 edition published in 2013 in English and held by 4 WorldCat member libraries worldwide

It is well documented that children with Fetal Alcohol Spectrum Disorders (FASD) experience difficulties in several domains of social functioning. Despite this evidence, there are very few interventions that target underlying components of social behaviour. The current study aimed to add to this literature by implementing a mindfulness-based training program for adolescents with FASD. The goals of the study were to analyze the influence of mindfulness training on several aspects of social functioning including perspective taking, emotion regulation, and social problem solving. The study used a pre-post-test design that included 10 children with FASD (ages 12- to17-years). Participants were assessed using experimental measures of social cognition at baseline and 8-week follow-up. In addition, caregivers completed measures that assessed children's emotionality and social skills at both time points. Analyses revealed that mindfulness training may be effective for improving perspective taking skills in children with FASD. No significant treatment effects were observed for emotion regulation, social skills or social problem solving. Overall, results from this study suggest that mindfulness training is a feasible intervention for children with FASD
Relations between cognitive control and emotion in typically developing children by Marianne Marjorie Hrabok( )

1 edition published in 2010 in English and held by 4 WorldCat member libraries worldwide

Objective: The goal of this study was to investigate relations between aspects of cognitive control and emotion in typically developing children, 7 to 9 years of age. This was investigated by examining performance on n-back working memory tasks that varied according to the level of cognitive control and emotion (e.g., faces, reward value) processing required. Relations between n-back performance and parental questionnaires of behavior were also examined. Participants & Methods: Participants included 77 typically developing children, 7 to 9 years of age. Each participant completed two novel n-back tasks. The first task involved working memory (0-back, 1-back, and 2-back levels) for emotional faces (neutral, happy, sad). The second task involved working memory (0-back, 1-back, and 2-back levels) for number stimuli with differing levels of reward (two tokens, six tokens). Matrix Reasoning was also completed as a screening measure of cognitive function. Parents completed a Child History questionnaire, the BRIEF, Conners 3 AI-Parent, and the Emotion Questionnaire.ivResults: No significant main effect was found for emotive content of stimuli or reward value. A significant effect of n-back level was found, both in terms of per hit RT and accuracy rates for both Emotive and Reward n-back. Significant relations were found between age and Sad conditions on 1-back and 2-back of the Emotive n-back, as well as 2-back conditions in the Reward n-back. No relations were found between BRIEF scales and performance on either n-back task. Significant correlations were found between Emotionality and accuracy measures of the Reward n-back task. Conclusions: This study made several important contributions to understanding emotion and cognitive control interplay. These contributions include introducing novel tasks for assessing this interplay, and providing insight on developmental relations and interaction between emotion and working memory and individual differences in emotionality in day to day life. Results are discussed with respect to theories of emotional and cognitive control interplay, temperament and individual differences, and the development of cognitive control. Directions for future research and implications are discussed
Executive function and bilingualism : what are the effects of language proficiency? by Sarah Michelle Hutchison( )

1 edition published in 2010 in English and held by 2 WorldCat member libraries worldwide

An emerging topic in cognitive development is whether being bilingual constitutes an advantage in children's performance on executive function (EF) tasks. The purpose of this study was to compare the performance of EF tasks in English monolingual children and German-English bilingual children aged 3 to 6 years old. Fifty-six children completed tasks of short-term memory, working memory, inhibition, cognitive flexibility, and verbal ability. No significant difference was found between the performance of bilingual and monolingual children in EFtasks, even when level of language proficiency was taken into account. Monolingual children performed better on measures of English verbal ability than bilingual children. Limitation to the study and avenues for future research are presented
An analysis of mind-mindedness, parenting stress, and parenting style in families with multiple children by Abigail Reid Graves( )

1 edition published in 2016 in English and held by 2 WorldCat member libraries worldwide

Mind-Mindedness, a parent's tendency to attribute thoughts and intentions to his or her child, is related to numerous child outcomes including infant attachment security and child social-cognitive development. Despite established research, the construct is still developing and current research continues to provide clarification. This study sought to contribute to the clarification of mind-mindedness in three main ways. First, the present study examined within-parent consistency with respect to mind-mindedness, parenting stress, and parenting style. Results indicated that parenting stress and parenting style tended to covary for two children in the same family, whereas mind-mindedness did not. Additionally, parents tended to experience different levels of parenting stress or utilize different parenting strategies between their two children. By contrast, significant differences for mind-mindedness were not found. Secondly, the present study examined the relation between mind-mindedness and parenting stress. Results supported an inverse relation between mind-mindedness and parenting stress for the older child. Results also revealed a positive relation between mind-mindedness and parental distress for the younger child; this was specifically relevant for children age 30 months and younger. Multiple interpretations for this finding are explored. Third, this study examined the relations between parenting style, parenting stress, and mind-mindedness. Results indicated two general trends: For the younger children, when parents thought about their child in a more mind-minded manner, they also tended to utilize more authoritative parenting strategies; this parenting style was also related to lower parenting stress. For the older children, when parents thought about their child in a more mind-minded manner, they also tended to utilize less authoritarian parenting strategies as well as experience less parenting stress as related to parent-child dysfunctional interactions. The findings of this study support previous findings regarding mind-mindedness and parenting stress as well as contribute to an improved understanding of the consistency of parenting constructs between two children in the same family and the relation between parenting stress and parenting style. These findings also raise questions for future research with respect to mind-mindedness in very young children. Future research areas and implications are discussed
The development of self-regulation : toward the integration of cognition and emotion( Book )

2 editions published in 2007 in English and held by 2 WorldCat member libraries worldwide

Investigating general time-based prospective memory in school-aged children using a novel naturalistic paradigm by Karley-Dale Talbot( )

1 edition published in 2015 in English and held by 2 WorldCat member libraries worldwide

Prospective memory (PM) refers to a person's ability to remember to do something in the future. It is a complex behaviour that is essential for the daily functioning of young and old alike. Despite its importance in everyday life, few studies have sought to examine PM in a naturalistic way and even fewer have done so using school-aged children. The current study aimed to understand a particular form of time-based PM (TBPM), general TBPM, in children through the use of a novel naturalistic paradigm. In addition, the study aimed to add to the current PM literature by including an analysis of the circumstances surrounding a child's prospective remembering. Results demonstrated that general TBPM was not significantly related to the parent-report Prospective Retrospective Memory Questionnaire for Children (PRMQC) or to the Memory for Intentions Screening Test for Youth (MISTY). Interestingly, general TBPM was not found to significantly relate to WM either. Descriptive analyses of the qualitative data demonstrated that no trigger rehearsals were most often responsible for children's successful PM remembering. In contrast, when children forgot to complete their PM tasks, they most often reported being too busy with other things as the reason
Explicit and implicit measures of weight-related attitudes in young children : associations with perspective taking and executive function by Sarah Michelle Hutchison( )

1 edition published in 2015 in English and held by 2 WorldCat member libraries worldwide

Weight-based stigmatization refers to negative beliefs and weight-related attitudes that are demonstrated through rejection, bias, stereotypes, and prejudice towards individuals because they are overweight or obese. With weight stigma prevalent and on the rise, assessment of factors associated with weight stigma is important in developing effective interventions for children. The goal of this study was to investigate weight stigma in relation to perspective taking skills and executive function (EF). Sixty-two 4- to 7-year-olds were administered measures of weight stigma (explicit and a Weight Implicit Association Test; Weight IAT), perspective taking skills, and EF. As expected, most children demonstrated the stereotype that fat was bad on explicit and implicit measures. Results showed that explicit weight stigma increases with age, and perspective taking skills and EF were not associated with weight stigma. The findings suggest that weight stigma increases with age and that early intervention is needed to reduce weight stigma
The relation between executive function and motivational orientations via private speech in preschoolers by Dana Liebermann( )

1 edition published in 2008 in English and held by 2 WorldCat member libraries worldwide

Language may play a key role in determining the relation between motivation and higher-order cognitive processes, as language has been shown to have a motivational function in preschoolers (Chiu & Alexander, 2000) and has also been implicated in the development of executive functioning (Hughes & Graham, 2002). The particular aspect of language which may best serve to connect these processes is self-directed speech (i.e., private speech) as the production of private speech is an indication of language and thought merging to form a new level of cognitive organization (Berk, 1992; Chiu & Alexander, 2000). Determining if the relation between motivational orientations and executive functioning can be mediated by private speech was examined to provide insight into the way in which motivational orientations and cognitive skills are related. In order to explore the role of private speech as a mediator, 4- to 6-year-old children were administered two EF tasks, the Tinkertoy test and the Tower of Hanoi, during which the impact of various reward contingencies on EF performance and self-directed speech elicitation was investigated. Although relations were found between measures of motivation, private speech, and EF performance, private speech did not act as a generative mechanism through which motivation influenced children's performance on the EF tasks. This study represents the first attempt to explore such a mediational model in this age group and results provide preliminary information about how private speech, motivation, and EF are related with regard to children's goal directed behaviors
Far-transfer effects of working memory training on a novel problem solving task by Minzhi Chen( )

1 edition published in 2014 in English and held by 2 WorldCat member libraries worldwide

The goal of this study is to assess the far-transfer effects of strategy-based working memory (WM) training to a novel problem solving task. Far-transfer refers to the application of trained skills to an untrained situation and is especially important because it deals with the generalization of learning to novel contexts. However, previous working memory training studies have produced little evidence for far-transfer. In the current study, children were trained in two strategies, phonological rehearsal and semantic categorization. These strategies have been suggested to increase the efficiency in processing and encoding of information and are invoked to explain developmental increases in WM capacity. Sixteen 6-to 9-year-olds were randomly assigned to each of four training conditions: semantic and rehearsal training, semantic training only, rehearsal training only, and treated control group. The treated control group performed significantly worse on the problem solving task compared to the three training groups. Surprisingly, the treatment groups did not differ significantly from each other. There was no statistically significant difference in receiving combined training of both strategies compared to only one strategy and furthermore, neither strategy resulted in better performance compared to the other strategy. Future directions for WM training and the implications for cognitive interventions are discussed
Relation between preschoolers' executive functioning and their everyday behaviors by Dana Liebermann( Book )

1 edition published in 2006 in English and held by 1 WorldCat member library worldwide

Executive Functioning (EF), a critical component of children's cognitive development, is often assessed via measures adapted from neuropsychology which impose limitations on relating EF abilities to children's everyday behaviors. A batten- of EF task that emphasized specific components of 5 subscales of a behavior rating scale of EF (Behavior Rating Inventory of Executive Function - Preschool -Version; Gioia, Espy, & Isquith, 2004) was administered to 60 preschool-aged children while data from both parents and teachers were collected for the BRIEF-P to clarify the meaning of traditional empirical measures of EF and the value of assessing the EF abilities of children via their everyday behaviors. Results for the EF tasks are consistent with previous findings of age related changes and relations among EF tasks. However, although the construct validity of the BRIEF-P was validated, a lack of relations between EF tasks and BRIEF-P ratings suggests that these two methods may be assessing EF abilities in distinct manners that cannot be compared
Emotion regulation and temper tantrums in preschoolers : social, emotional, and cognitive contributions by Gerald Giesbrecht( )

1 edition published in 2008 in English and held by 1 WorldCat member library worldwide

The purpose of this study was to examine the contribution of different aspects of executive function (EF) and social understanding to emotion regulation (ER), and the influence of these aspects of self-regulation on temper tantrums. A model of self-regulation is presented in which ER, EF, and social understanding contribute to self-regulatory competence. General cognitive (i.e., language) and emotional (i.e., temperamental emotional reactivity) measures are included to increase the specificity of the relation between ER and other aspects of self-regulation. ER, EF, and social understanding were also examined in relation to temper tantrums. One hundred twenty seven preschool children and their parents completed batteries of ER, EF, and social understanding, as well as measures of verbal ability, temperament, and temper tantrums. This study extends previous research by including multitrait, multimethod assessment of EF, ER, and social understanding, and controlling for verbal ability and emotional reactivity. Exploration of temper tantrums offers a unique illustration of the manner in which aspects of self-regulation contribute to everyday displays of strong emotion in preschoolers. Overall, the results of this investigation provided evidence that aspects of EF and social understanding are related to ER and that these aspects of self-regulation are also related to temper tantrums. More specifically, this study makes three main contributions to understanding children's ER. First, there was evidence that EF and social understanding were related to ER even after individual differences in emotional reactivity and verbal ability had been removed. Affective social understanding, but not cognitive social understanding, was a useful predictor in the regression model. Among the EF variables, there was evidence that individual differences in both response and delay inhibition contributed significantly to ER. This finding replicates and extends Carlson and Wang's (2007) findings of partial correlation (controlling for verbal ability) between inhibitory control and ER. Second, individual differences in both delay inhibition and ER contributed to the prediction of temper tantrums, even after controlling for emotional reactivity. Social understanding variables were not included in this analysis because correlations between social understanding and temper tantrums were low. Finally, mediation analysis provided evidence that ER significantly buffers the effect of emotional reactivity on temper tantrums. That is, the effect of emotional reactivity on temper tantrums was significantly reduced by ER. This effect remained even after controlling for age. These findings suggest that inhibitory control and affective social understanding make unique contributions to understanding ER and that temper tantrums are related to inhibitory control and ER
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Social interaction and the development of knowledge
Origins and early development of human body knowledgeThe Cambridge companion to PiagetSelf-regulation and autonomy : social and developmental dimensions of human conductThe development of children's thinking : its social and communicative foundations