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dc.contributorWichita State University. Department of Psychologyen_US
dc.contributor.authorSnyder, James J.en_US
dc.contributor.authorPrichard, Joyen_US
dc.contributor.authorSchrepferman, Lynn M.en_US
dc.contributor.authorPatrick, M. Reneeen_US
dc.contributor.authorStoolmiller, Mikeen_US
dc.date.accessioned2012-02-29T16:34:50Z
dc.date.available2012-02-29T16:34:50Z
dc.date.issued2004-12en_US
dc.identifier15648526en_US
dc.identifier0364547en_US
dc.identifierR01 MH57342en_US
dc.identifier.citationJournal of abnormal child psychology. 2004 Dec; 32(6): 579-94.en_US
dc.identifier.issn0091-0627en_US
dc.identifier.urihttp://search.proquest.com/docview/205019271/1352B99C3F22BF7EC2C/2?accountid=15042en_US
dc.identifier.urihttp://hdl.handle.net/10057/4654
dc.descriptionThe full text of this article is not available in SOAR. WSU users can access the article via commercial databases licensed by University Libraries: http://libcat.wichita.edu/vwebv/holdingsInfo?bibId=1328392. The URL of this article is: http://search.proquest.com/docview/205019271/1352B99C3F22BF7EC2C/2?accountid=15042.en_US
dc.description.abstractThe conjoint influence of child impulsiveness-inattention (I/I) and peer relationships on growth trajectories of conduct problems was assessed in a community sample of 267 boys and girls. I/I reliably predicted teacher- and parent-reported conduct problems at kindergarten entry and growth in those problems over the next 2 years for boys and girls. The relation of boys' I/I to conduct problems was mediated, in part, by peer rejection and involvement in coercive exchanges with peers. The relation of girls' I/I to conduct problems was less clearly mediated by peer processes, but peer difficulties had additive effects. The impact of peer relationships on trajectories of conduct problems was apparent to parents as well as to teachers. Although I/I increments risk for early and persisting conduct problems in concert with poor peer relationships, it does so in complex and gender-specific ways.en_US
dc.description.sponsorshipNIMH NIH HHSen_US
dc.format.extent579-94en_US
dc.language.isoengen_US
dc.publisherSpringer New York LLCen_US
dc.relation.ispartofseriesJournal of Abnormal Child Psychologyen_US
dc.relation.ispartofseriesJ Abnorm Child Psycholen_US
dc.sourceNLMen_US
dc.subjectResearch Support, U.S. Gov't, P.H.S.en_US
dc.subject.meshAttentionen_US
dc.subject.meshChilden_US
dc.subject.meshChild, Preschoolen_US
dc.subject.meshConduct Disorder/psychologyen_US
dc.subject.meshFemaleen_US
dc.subject.meshHumansen_US
dc.subject.meshImpulsive Behavior/psychologyen_US
dc.subject.meshInterpersonal Relationsen_US
dc.subject.meshLinear Modelsen_US
dc.subject.meshLongitudinal Studiesen_US
dc.subject.meshMaleen_US
dc.subject.meshModels, Psychologicalen_US
dc.subject.meshPeer Groupen_US
dc.subject.meshRisk Factorsen_US
dc.subject.meshSex Factorsen_US
dc.subject.meshSocial Desirabilityen_US
dc.titleChild impulsiveness-inattention, early peer experiences, and the development of early onset conduct problemsen_US
dc.typeArticleen_US
dc.coverage.spacialUnited Statesen_US
dc.description.versionpeer revieweden_US
dc.rights.holderCopyright 2000 Springeren_US


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