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Janet J. Boseovski

The goal of my research program is to understand the social, cognitive, and emotional factors that contribute to the development of a ‘theory of personality’in early to middle childhood. How do children come to understand the personality traits of other people and what are the processes that underlie this ability? My interests in this domain range from basic processes (e.g., cognitive mechanisms) to applied issues (e.g., school adjustment; prejudice and stereotyping; development of street-proofing programs). Currently, my students and I are examing biases in early personality reasoning, the types and quantities of information that children require to make personality judgments, sources of information upon which children rely to learn about a stranger, and the relation between children’s self-concept and their attributions of ambiguous social interactions. I am also interested in the theory of mind development (i.e., mental state reasoning) and executive functioning (e.g., working memory) in early to late childhood.

There are 7 included publications by Janet J. Boseovski :

TitleDateViewsBrief Description
Children’s use of frequency information for trait categorization and behavioral prediction 2006 270 Two experiments examined young children’s use of behavioral frequency information to make behavioral predictions and global personality attributions. In Experiment 1, participants heard about an actor who behaved positively or negatively toward 1 or ...
The development of executive function in early childhood 2003 8639 According to the Cognitive Complexity and Control (CCC) theory, the development of executive function can be understood in terms of age-related increases in the maximum complexity of the rules children can formulate and use when solving problems. Thi...
‘It’s all good’: Children’s personality attributions after repeated success and failure in peer and computer interactions 2009 471 The present study examined children’s use of behavioural outcome information to make personality attributions in social and non-social contexts. One hundred and twenty-eight 3- to 6-year-olds were told about a story actor who engaged in primarily suc...
Seeing the world through rose-colored glasses? Neglect of consensus information in young children’s personality judgments 2008 258 The present study examined the use of consensus information in early childhood. Ninety-six three- to six-year-olds watched a demonstration that depicted the positive or negative behavior of one or several actors toward a recipient (low vs. high conse...
Self-Reflection and the Cognitive Control of Behavior: Implications for Learning 2008 723 In this article, we suggest that self-reflection and self-control--studied under the rubric of "executive function" (EF)—have the potential to transform the way in which learning occurs, allowing for the relatively rapid emergence of new behaviors. W...
Use it or lose it: Examining preschoolers’ difficulty in maintaining and executing a goal 2007 447 Individuals with low working memory capacity (e.g. preschoolers) are more prone to goal neglect, or a failure to execute a goal even though it is understood. We examined the role of goal neglect in performance on the Dimensional Change Card Sort by i...
Video reminders in a representational change task: Memory for cues but not beliefs or statements 2001 304 Two experiments investigated the effect of video reminders on 3-year-olds’ performance in a representational change task. In Experiment 1, children in a video support condition viewed videotapes of their initial incorrect statements about a misleadin...