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Mackenzie E, McMaugh A, Van Bergen P, Parada RH. Adolescent girls’ academic support-seeking, depression, and anxiety: the mediating role of digital support-seeking. Australian Journal of Psychology 2023. [DOI: 10.1080/00049530.2023.2170279] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/11/2023]
Affiliation(s)
- Erin Mackenzie
- Macquarie School of Education, Macquarie University
- Centre for Educational Research, Western Sydney University
| | - Anne McMaugh
- Macquarie School of Education, Macquarie University
| | - Penny Van Bergen
- Macquarie School of Education, Macquarie University
- School of Education, University of Wollongong
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Mackenzie E, McMaugh A, Van Bergen P, Parada RH. Online support seeking, co-rumination, and mental health in adolescent girls. Front Psychiatry 2023; 14:1040636. [PMID: 36960461 PMCID: PMC10027699 DOI: 10.3389/fpsyt.2023.1040636] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/09/2022] [Accepted: 02/20/2023] [Indexed: 03/09/2023] Open
Abstract
Introduction Adolescents frequently use informal support seeking to cope with stress and worries. Past research in face-to-face contexts has shown that the relationship between informal support seeking and mental health is influenced by the specific strategy used and the mode through which support is sought. To date, little research has considered the relationship between support seeking online and adolescent mental health. Methods In this study, structural equation modeling (SEM) examined the mediating role of co-rumination in the relationships between seeking support from friends or online and two measures of mental health: depression and anxiety. Participants were 186 adolescent girls, drawn from four independent girls' schools in Sydney, Australia. Four brief vignettes described common social stressors and participants rated their likelihood of seeking support from close friends and from informal online sources. Co-rumination was measured using a short form of the Co-rumination Questionnaire and depression and anxiety were measured with the youth version of the Depression, Anxiety, and Stress Scale-Youth (DASS-Y). Results Different patterns of findings were found for support seeking from close friends and support seeking online. First, support seeking from friends was related to lower levels of depression and anxiety while seeking support online was related to higher levels depression and anxiety. Second, co-rumination suppressed the relationship between seeking support from friends and depression, but not online support seeking and depression or anxiety. Discussion These findings suggest that co-rumination reduces the benefits of seeking support from friends but is unrelated to online support seeking. The findings also confirm the problematic nature of online support seeking for adolescent girls' mental health, particularly in response to social stressors.
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Affiliation(s)
- Erin Mackenzie
- Centre for Educational Research, Western Sydney University, Penrith, NSW, Australia
- Macquarie School of Education, Macquarie University, Sydney, NSW, Australia
- *Correspondence: Erin Mackenzie,
| | - Anne McMaugh
- Macquarie School of Education, Macquarie University, Sydney, NSW, Australia
| | - Penny Van Bergen
- Macquarie School of Education, Macquarie University, Sydney, NSW, Australia
- School of Education, University of Wollongong, Wollongong, NSW, Australia
| | - Roberto H. Parada
- Centre for Educational Research, Western Sydney University, Penrith, NSW, Australia
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Burns EC, Van Bergen P, Leonard A, Amin Y. Positive, complicated, distant, and negative: How different teacher-student relationship profiles relate to students' science motivation. J Adolesc 2022; 94:1150-1162. [PMID: 36120964 DOI: 10.1002/jad.12093] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2022] [Revised: 08/27/2022] [Accepted: 08/29/2022] [Indexed: 12/13/2022]
Abstract
INTRODUCTION Researchers note a consistent decline in adolescents' motivation and participation in science. It is important to examine factors vital to students' motivation in science, such as teacher-student relationships (TSRs). Limited research in science has examined TSRs from a multidimensional or person-centered perspective. The present investigation adopts Ang's tripartite relational framework to examine three dimensions of TSRs: socio-emotional support, instrumental help, and conflict. Such research is needed to better understand the diversity of relationships that exist within a science classroom and their impact on science motivation. METHODS This study examined N = 2669 Australian high school students (66% girls; Mage = 15.11 years; SD = 0.69). Data were collected via online sampling in the final quarter of 2020. The data are cross-sectional. Latent profile analysis was used to (1) determine if distinct student profiles based on the three dimensions of TSRs existed and (2) the extent to which these profiles were associated with varying levels of science motivation: self-efficacy, intrinsic value, utility value, and cost. RESULTS Four distinct profiles were identified: Positive, Complicated, Distant, and Negative. Students in the Negative TSR profile reported the lowest adaptive motivation and highest cost. The associations between profile membership and motivation were more varied for the Positive, Complicated, and Distant TSR profiles. CONCLUSIONS Findings indicate that dichotomous perspectives (positive vs. negative) may be insufficient to describe the diversity of relationships within science classrooms. Results also suggest that concurrent attendance to all dimensions of TSRs is needed to improve relationships.
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Affiliation(s)
- Emma C Burns
- School of Education, Faculty of Arts, Macquarie University, Sydney, Australia
| | - Penny Van Bergen
- School of Education, Faculty of the Arts, Social Sciences and Humanities, University of Wollongong, Wollongong, Australia
| | - Annie Leonard
- School of Education, Faculty of Arts, Macquarie University, Sydney, Australia
| | - Yusriya Amin
- School of Education, Faculty of Arts, Macquarie University, Sydney, Australia
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Van Bergen P, Daniel E. "I miss seeing the kids!": Australian teachers' changing roles, preferences, and positive and negative experiences of remote teaching during the COVID-19 pandemic. Aust Educ Res 2022; 50:1-20. [PMID: 36061957 PMCID: PMC9424806 DOI: 10.1007/s13384-022-00565-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/09/2021] [Accepted: 07/27/2022] [Indexed: 06/15/2023]
Abstract
The COVID-19 pandemic has caused significant upheaval in schools in Australia and internationally. The aim of this study was to map Australian teachers' positive and negative experiences during remote and online learning. Our study took place during the first COVID-19 wave, in the early stages of lockdown. Using an online instrument, we asked 210 primary and secondary teachers about changes in their teaching roles due to COVID-19. Responses were coded for positive and negative themes using inductive thematic analysis. The majority of teachers reported negative themes (88.6%), while half also reported positive themes (44.8%). Participants reported missing their students and struggling with excessive workload demands. They also experienced difficulties tracking student progress and felt worried for student wellbeing. Interestingly, concerns about technology were less common. Indeed, 19.1% enjoyed learning new online skills and integrating IT in new ways. Implications for student-teacher relationships, mental health, and future teaching are discussed.
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Affiliation(s)
- Penny Van Bergen
- Macquarie School of Education, Macquarie University, Sydney, Australia
- School of Education, University of Wollongong, Wollongong, Australia
| | - Emily Daniel
- School of Psychological Science, Macquarie University, Sydney, Australia
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Dudley D, Mackenzie E, Van Bergen P, Cairney J, Barnett L. What Drives Quality Physical Education? A Systematic Review and Meta-Analysis of Learning and Development Effects From Physical Education-Based Interventions. Front Psychol 2022; 13:799330. [PMID: 35846697 PMCID: PMC9280720 DOI: 10.3389/fpsyg.2022.799330] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2021] [Accepted: 05/17/2022] [Indexed: 11/13/2022] Open
Abstract
ObjectiveTo determine the effects of learning interventions aimed at optimizing the quality of physical education (PE) on psychomotor, cognitive, affective and social learning outcomes in children and adolescents.DesignA systematic review and meta-analysis.Data SourcesAfter searching PsycInfo, ERIC, and SportDiscus electronic databases, we identified 135 eligible studies published between January 1, 1995 to May 1, 2021.Eligibility Criteria for Selecting StudiesWe included randomized controlled trials, quasi-experimental studies, and controlled trials that assessed the effect of a PE-based intervention against one of the four identified learning domains in youth at school (aged 5–18 years).ResultsOne hundred and thirty five (135) studies with over 42,500 participants and 193 calculated effect sizes were included in the study. The mean effect across all the learning and development outcomes was small to medium (Cohen's d = 0.32, 95% confidence interval [CI] (0.27–0.37). When adjusted for publication bias using the Duval and Tweedie Trim and Fill Method, this mean effect size increased to d = 0.40 (CI = 0.34–0.46). Effect sizes varied significantly based on learning and development outcomes. Interventions that consistently report above or below the mean d = 0.40 effect are identified based on learning outcome. The greatest effects across interventions were witnessed in psychomotor learning outcomes (d = 0.52) followed by affective (d = 0.47), social (d = 0.32), and cognitive (d = 0.17) learning outcomes. A minority (<10%) of PE interventions captured by this systematic review and meta-analysis reported having a negative effect on student learning and development.ConclusionThe interventions with the greatest effects on student learning and development were dependant on the learning domains. Some PE interventions with a pedagogical focus such as games-based approaches, TARGET/Mastery Teaching, and Sport Education were found to be strong investments across multiple domains. The evidence is limited however by consistency in intervention dosage, study design, and data collection instruments. The study received no internal or external funding and was not prospectively registered.
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Affiliation(s)
- Dean Dudley
- Macquarie School of Education, Macquarie University, Sydney, NSW, Australia
- School of Human Movement and Nutrition Science, University of Queensland, Brisbane, QLD, Australia
- The King's School Institute, The King's School, Sydney, NSW, Australia
- *Correspondence: Dean Dudley
| | - Erin Mackenzie
- Centre for Educational Research, Western Sydney University, Penrith, NSW, Australia
| | - Penny Van Bergen
- Macquarie School of Education, Macquarie University, Sydney, NSW, Australia
| | - John Cairney
- School of Human Movement and Nutrition Science, University of Queensland, Brisbane, QLD, Australia
| | - Lisa Barnett
- School of Health and Social Development, Institute for Physical Activity and Nutrition, Deakin University, Geelong, VIC, Australia
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Graham LJ, Gillett-Swan J, Killingly C, Van Bergen P. Does It Matter If Students (Dis)like School? Associations Between School Liking, Teacher and School Connectedness, and Exclusionary Discipline. Front Psychol 2022; 13:825036. [PMID: 35310270 PMCID: PMC8927887 DOI: 10.3389/fpsyg.2022.825036] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2021] [Accepted: 01/11/2022] [Indexed: 11/13/2022] Open
Abstract
School liking is an important factor in student engagement, well-being, and academic achievement, but it is also potentially influenced by factors external to the individual, such as school culture, teacher support, and approaches to discipline. The present study employed a survey methodology to investigate the associations between school liking and disliking, teacher and school connectedness, and experiences of exclusionary discipline from the perspective of students themselves. Participants included 1,002 students (Grades 7-10) from three secondary schools serving disadvantaged communities. Results indicated clear differences between students who like and dislike school in terms of their preferred school activities and school disciplinary history, with students who disliked school experiencing overall lower school connectedness. Moreover, students who disliked school experienced less positive relationships with their teachers, and this was even more pronounced for students who had been previously suspended. The findings reveal key differences between students who do and do not like school, differences that may be masked by typical research approaches. This research indicates the need for more nuanced, student-informed approaches to inclusive school reform.
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Affiliation(s)
- Linda J Graham
- Centre for Inclusive Education, Queensland University of Technology (QUT), Brisbane, QLD, Australia
| | - Jenna Gillett-Swan
- Centre for Inclusive Education, Queensland University of Technology (QUT), Brisbane, QLD, Australia
| | - Callula Killingly
- Centre for Inclusive Education, Queensland University of Technology (QUT), Brisbane, QLD, Australia
| | - Penny Van Bergen
- School of Education, Macquarie University, Sydney, NSW, Australia
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Burns EC, Collie RJ, Van Bergen P, Martin AJ. Intrapersonal and interpersonal psychosocial adjustment resources and achievement: A multilevel latent profile analysis of students and schools. Journal of Educational Psychology 2022. [DOI: 10.1037/edu0000726] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Harris CB, Van Bergen P, Harris SA, McIlwain N, Arguel A. Here's looking at you: eye gaze and collaborative recall. Psychol Res 2021; 86:769-779. [PMID: 34095971 DOI: 10.1007/s00426-021-01533-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2020] [Accepted: 05/13/2021] [Indexed: 11/25/2022]
Abstract
In everyday life, we remember together often. Surprisingly, research reliably shows costs of collaboration. People remember less in groups than the same number of individuals remember separately. However, there is evidence that some groups are more successful than others, depending on factors such as group relationship and verbal communication strategies. To understand further the characteristics of more successful vs. less successful collaborative groups, we examined whether non-verbal eye gaze behaviour was associated with group outcomes. We used eye tracking glasses to measure how much collaborating dyads looked at each other during collaborative recall, and examined whether individual differences in eye- and face-directed gaze were associated with collaborative performance. Increased eye- and face-directed gaze was associated with higher collaborative recall performance, more explicit strategy use, more post-collaborative benefits, and increased memory overlap. However, it was also associated with pre-collaborative recall, indicating that gaze during collaboration may at least partially reflect pre-existing abilities. This research helps elucidate individual differences that underlie the outcomes of collaborative recall, and suggests that non-verbal communication differentiates more vs. less successful collaborative groups.
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Affiliation(s)
- Celia B Harris
- MARCS Institute for Brain, Behaviour, and Development, Western Sydney University, Sydney, Australia.
| | | | - Sophia A Harris
- Department of Cognitive Science, Macquarie University, Sydney, Australia
| | - Nina McIlwain
- Department of Cognitive Science, Macquarie University, Sydney, Australia
| | - Amael Arguel
- Department of Cognitive Psychology and Ergonomics, University of Toulouse-Jean Jaures, Toulouse, France
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Van Bergen P, Graham LJ, Sweller N. Memories of Positive and Negative Student–Teacher Relationships in Students With and Without Disruptive Behavior. School Psychology Review 2020. [DOI: 10.1080/2372966x.2020.1721319] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Van Bergen P, Barnier AJ, Reese E, McIlwain D. “There were Spooks in the Park”: Children's reminiscing with parents and siblings following a staged Halloween event. Journal of Applied Research in Memory and Cognition 2020. [DOI: 10.1016/j.jarmac.2019.10.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Browning CA, Harris CB, Van Bergen P. Successful and Unsuccessful Collaborative Processes in Strangers and Couples Performing Prospective Memory Tasks. Discourse Processes 2018. [DOI: 10.1080/0163853x.2018.1541398] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Affiliation(s)
- Catherine A. Browning
- ARC Centre of Excellence in Cognition and its Disorders
- Department of Cognitive Science, Macquarie University
| | - Celia B. Harris
- ARC Centre of Excellence in Cognition and its Disorders
- Department of Cognitive Science, Macquarie University
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Abstract
Spatial communication tasks, such as following route directions through unfamiliar environments, place considerable demands on multiple cognitive processes, including language comprehension and memory. Gestures accompanying spoken route directions may aide task performance by enhancing cognitive processes such as language and memory processing. It is not yet clear whether different kinds of gesture might influence the processing of route information in different ways. In 2 experiments, we examined how different gestures would enhance or reduce listeners' recall of spatial information when given route directions through an unfamiliar building. Adults were randomly allocated to one of three gesture conditions: no gesture (speech only), beat gesture (speech accompanied by simple rhythmic gestures), or iconic-deictic gesture (speech accompanied by iconic and deictic gestures). Recall was measured verbally, by recalling the route aloud, then physically, by walking the route. In Experiment 1, redundant gestures that mirrored verbal route directions did not enhance listeners' verbal recall or route navigation. In Experiment 2, when the verbal route directions were edited to be incomplete, nonredundant gestures enhanced recall to the level seen when hearing all information through speech. These findings suggest that gestures enhance recall when compensating for missing verbal information, but not when they replicate verbal information. (PsycINFO Database Record (c) 2018 APA, all rights reserved).
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Van Bergen P, Salmon K, Dadds MR. Coaching mothers of typical and conduct problem children in elaborative parent-child reminiscing: Influences of a randomized controlled trial on reminiscing behaviour and everyday talk preferences. Behav Res Ther 2018; 111:9-18. [PMID: 30261350 DOI: 10.1016/j.brat.2018.09.004] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2017] [Revised: 08/27/2018] [Accepted: 09/17/2018] [Indexed: 01/09/2023]
Abstract
This study compared the effects of mother-child reminiscing coaching on mothers of typically developing children (community sample) and mothers of children with conduct problems (clinical sample). It also tested whether intervention effects generalize to mothers' preferences for elaborative and mental-state oriented talk with their children in other contexts. Mother-child dyads (n = 88) in each sample were randomly allocated to condition: reminiscing intervention or active control. Pre-intervention, sample differences emerged. Mothers in the community sample were more elaborative during reminiscing than mothers in the clinical sample, and also expressed stronger preferences for elaborative talk in everyday contexts. Post-intervention, an intervention effect emerged. In both the community and clinical samples, mothers who had participated in the elaborative reminiscing intervention were more elaborative and emotion-focused during reminiscing than mothers in the active control condition. They also increased their preferences for elaborative and mental-state-oriented language in everyday contexts. While the mothers in the community sample remained more elaborative than mothers in the clinical sample, both experienced equivalent intervention gains. These findings highlight the value of reminiscing coaching for changing mothers' interactional preferences and behaviours.
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Browning CA, Harris CB, Van Bergen P, Barnier AJ, Rendell PG. Collaboration and prospective memory: comparing nominal and collaborative group performance in strangers and couples. Memory 2018; 26:1206-1219. [DOI: 10.1080/09658211.2018.1433215] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
| | - Celia B. Harris
- ARC Centre of Excellence in Cognition and its Disorders, Sydney, Australia
- Department of Cognitive Science, Macquarie University, Sydney, Australia
| | - Penny Van Bergen
- Department of Educational Studies, Macquarie University, Sydney, Australia
| | - Amanda J. Barnier
- ARC Centre of Excellence in Cognition and its Disorders, Sydney, Australia
- Department of Cognitive Science, Macquarie University, Sydney, Australia
| | - Peter G. Rendell
- ARC Centre of Excellence in Cognition and its Disorders, Sydney, Australia
- Cognition and Emotion Research Centre, National School of Psychology, Australian Catholic University, Melbourne, Australia
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Van Bergen P, Wall J, Salmon K. The good, the bad, and the neutral: The influence of emotional valence on young children's recall. Journal of Applied Research in Memory and Cognition 2015. [DOI: 10.1016/j.jarmac.2014.11.001] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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Van Bergen P, Graham LJ, Sweller N, Dodd HF. The psychology of containment: (mis) representing emotional and behavioural difficulties in Australian schools. Emotional and Behavioural Difficulties 2014. [DOI: 10.1080/13632752.2014.947101] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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Nile E, Van Bergen P. Not all semantics: Similarities and differences in reminiscing function and content between Indigenous and non-Indigenous Australians. Memory 2014; 23:83-98. [DOI: 10.1080/09658211.2014.931973] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Bergen PV, Salmon K, Dadds MR, Allen J. The Effects of Mother Training in Emotion-Rich, Elaborative Reminiscing on Children's Shared Recall and Emotion Knowledge. Journal of Cognition and Development 2009. [DOI: 10.1080/15248370903155825] [Citation(s) in RCA: 55] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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