@article{cain_baker-ward_eaton_2005, title={A face in the crowd: The influences of familiarity and delay on preschoolers' recognition}, volume={11}, ISSN={["1477-2744"]}, DOI={10.1080/10683160418331294835}, abstractNote={Abstract Preschoolers’ abilities to recognize former caregivers were examined. Participants were 35 children from three preschool classes. Caregivers volunteered in the classes over a 7-week period. At an initial assessment, children were asked to select former caregivers from a line-up of five photographs, and to rank-order the caregivers by personal preference. Recognition was assessed again after 3 months. Although older toddlers performed at chance levels, clear age-related increases in recognition performance were observed, with older preschoolers recognizing 86% of the volunteers at time 2. Younger children responded less consistently over time than older children. Preference for individual caregivers affected recognition performance among younger, but not older, preschoolers. Implications for children's eyewitness testimony are considered.}, number={3}, journal={PSYCHOLOGY CRIME & LAW}, author={Cain, WJ and Baker-Ward, L and Eaton, KL}, year={2005}, month={Sep}, pages={315–327} }
 @article{cain_eaton_baker-ward_yen_2005, title={Facilitating low-income children's narrative performances through interviewer elaborative style and reporting condition}, volume={40}, ISSN={["0163-853X"]}, DOI={10.1207/s15326950dp4003_2}, abstractNote={This research examined 2 strategies for encouraging children's narratives. Twenty-five European American and 31 African American children from low-income backgrounds (M age = 4.76) participated. Children were assigned randomly to either high or low elaborative narrative style conditions and to either a draw-and-tell or tell-only reporting condition. Afterward, each child participated in an in-class activity and then narrated about it with either high or low elaborative interviewers in either draw-and-tell or tell-only reporting conditions. Children's narratives were coded for narrative indicators. Children's narratives did not differ by ethnicity. However, analysis of variance tests documented that children provided more particular narrative indicators when narrating with high elaborative interviewers. The tell-only and draw-and-tell reporting conditions differentially benefitted African American and European American children's narratives. Implications for future work are discussed.}, number={3}, journal={DISCOURSE PROCESSES}, author={Cain, WJ and Eaton, KL and Baker-Ward, L and Yen, G}, year={2005}, pages={193–208} }
 @article{dunsmore_halberstadt_eaton_robinson_2005, title={Mothers' typical and event-specific positive expressions influence children's memory for events}, volume={14}, ISSN={["1467-9507"]}, DOI={10.1111/j.1467-9507.2005.00305.x}, abstractNote={AbstractMothers (N=67) taught their preschool children crafts while varying emotional expressions (delight, irritation). Mothers’ typical expressive styles were assessed by questionnaire. After three weeks, children's memory was assessed with a free‐recall interview followed by re‐enactment of craft‐making with an interviewer. Children of mothers high in positive expressiveness had more elaborate recall when mothers expressed delight rather than irritation. Children of mothers low in positive expressiveness re‐enacted more event details when their mothers were less varied in expression rather than expressive of emotion in general or delight in particular, and had more elaborate recall when their mothers expressed irritation rather than delight. Findings suggest that children remember more when their mother's emotional expressions during an event fit her typical style.}, number={2}, journal={SOCIAL DEVELOPMENT}, author={Dunsmore, JC and Halberstadt, AG and Eaton, KL and Robinson, ML}, year={2005}, pages={339–360} }
 @article{halberstadt_eaton_2002, title={A Meta-Analysis of Family Expressiveness and Children's Emotion Expressiveness and Understanding}, volume={34}, DOI={10.1300/j002v34n01_03}, abstractNote={SUMMARY We assessed associations between family styles of expressing emotion and children's expressive styles and skill in understanding emotion. We used a meta-analytic strategy for synthesizing the studies in these two areas, and we examined moderating variables of emotion valence, age group, and measurement diversity in the relationship between family expressiveness and outcomes in children. For emotional expressiveness, positive family expressiveness and positive children's expressiveness were consistently associated across age, but negative family expressiveness and negative children's expressiveness were linearly and curvilinearly related across age, with a U-shaped relationship. For emotion understanding, positive family expressiveness and children's understanding were not related at any age. Negative and negative-submissive family expressiveness and children's emotion understanding tended to be related across age, both linearly and curvilinearly (an inverted U-shaped relationship). Explanations for these relations and future goals for research are discussed.}, number={02-Jan}, journal={Marriage & Family Review}, author={Halberstadt, A. G. and Eaton, K. L.}, year={2002}, pages={35–62} }
 @article{eaton_halberstadt_2000, title={Gender, emotion and the family}, volume={24}, ISSN={["0361-6843"]}, DOI={10.1177/036168430002400402}, abstractNote={disorders. Rider’s psychology of women text offers rather extensive analyses of power and behatior, personality and gender, and the effects and process of ha\ing children, topics the Brannon text does not feature as prominently. Conversely, Brannon’s gender text offers greater discussion of emotion and gender, stereoQping of both sexes, and the effects of gender on friendships. Brannon’s text is written clearly, but its very comprehensive treatment of sometimes contradictory research findings and intricate theoretical debates might be challenging for some firstand second-year undergraduates. The writing is, at times, dry and less entertaining than Rider’s, although the boxes on “Gendered Voices” and “Diversity Highlights” help to supplement the extensive literature reviews by providing illuminating individual perspectives. Brannon’s use of graphs and photographs is less effective than Rider’s, but Brannon’s text does include annotated chapter sections on “Suggested Readings” that are just as useful as those included in the Rider text. Brannon’s text is comparable in substance and style to other gender texts already on the market (e.g., Lips, 2000) and should appeal to instructors who emphasize einpirical and objective research when teaching upper-level undergraduates. Neither of these texts is able to integrate issues of age, ethnicity, race, social class, disability, and sexual orientation in each chapter. This inability is attributable, in part, to the lack of research on diverse groups that has existed historically in psychology. Nonetheless, it is e\.ident that both authors are cognizant of the need to address issues of diversity and each attempts to do so. Rider begins her book by profiling women throughout the world and highlighting important differences in life exprctancy, literacy, and fertili? that occur as a function of location in the world. She also discusses the problems of ethnocentrism, ageism, and heterosexism in the first chapter and returns briefly to those themes in her chapter on research methods. Racial and cultural variations are briefly mentioned again (usually three or four paragraphs) in many of the other chapters in the book, but not in all. Brannon addresses issues of diversity by incorporating at least one “Diversity Highlight” into each chapter. These boxes offer vignettes, research study summaries, and cross-cultural comparisons that are helpful for understanding that the ex-erience and study of women is in large part affected by an array of variables that interact with gender. Relatively few discussions of diversity are found in the main body of this text, with the exception of sections on homosexuality and bisexuality in the chapter entitled “Sexuality.” Both of the texts rebiewed here are fine overviews of the current literature on gender similarity, difference, and development, and women’s experiences, but neither does a masterful job of incorporating issues of diversity. Brannon’s book is on a par with a number of other gender texts that have been on the market for the past decade, and Rider’s work fares very well in comparison to other texts on the psychology of women. Which text one chooses will depend predominantly on the type of course and student being taught.}, number={4}, journal={PSYCHOLOGY OF WOMEN QUARTERLY}, author={Eaton, KL and Halberstadt, AG}, year={2000}, month={Dec}, pages={379–380} }