@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={Mothers (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 fo...}, 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}, number={4}, journal={PSYCHOLOGY OF WOMEN QUARTERLY}, author={Eaton, KL and Halberstadt, AG}, year={2000}, month={Dec}, pages={379–380} }