Grazyna kochanska psychology journals

Psychologist

Grazyna Kochanska
Born	Grażyna Kochańska
Occupation	Professor of Psychology
Awards	() G. Stanley Hall Award for Distinguished Contributions to Developmental Psychology (American Psychological Association)
Alma mater	Ph.D., M.A. University of Warsaw
Institutions	University of Iowa

Grazyna Kochanska is a Polish-American developmental psychologist known for her research on parent-child relationships, developmental psychopathology, child temperament and its role in social development.

She is the Stuit Professor of Developmental Psychology at the University of Iowa.

Kochanska was the recipient of the G. Stanley Hall Award for Distinguished Contributions to Developmental Psychology, given by the American Psychological Association (APA) Division 7.^[1]

Biography

Kochanska grew up in Warsaw, Poland, and earned her Ph.D.

from the University of Warsaw under the supervision of Janusz Reykowski.^[2]

Kochanska immigrated to the United States in She completed post-doctoral work at the University of Massachusetts in Amherst, Massachusetts, the Institute for Advanced Learn in Princeton, New Jersey, and the Laboratory of Developmental Psychology at the National Institute of Mental Health (NIMN) in Bethesda, Maryland.^[3] At NIMH, Kochanska worked with Marian Radke-Yarrow on studies of child-rearing practices,^[4] children's noncompliance to adult directives,^[5] and the development of inhibitory control.^[6]

In , she started her own laboratory at the University of Iowa, conducting research on social passionate development and developmental psychopathology.^[3] Her research has aimed to know the interplay between children's biologically based characteristics and parent-child relationships in the origins of adaptive and maladaptive developmental pathways in children's social emotional development.^[7] Her research on the development of a conscience in early childhood was supported by grants from the National Science Foundation^[8][9] the MacArthur Foundation, and the Laura Spelman Rockefeller fund.^[10][11]

Research

Kochanska led the longitudinal Children and Parents Examine (CAPS) on young children's social and emotional development, focusing on differences in children's temperament, parents' attachment styles, and their influences on children's early development.

Her research team studied mother–child and father–child relationships in approximately families and found evidence of intergenerational transmission of adaptive and maladaptive behaviors.^[12] The team assessed children's attachment to both parents at age 15–17 months using the strange situation paradigm, and reported benefits of children having secure attachments with both parents.^[13]

Some Kochanska's most cited research explored childish children's inhibitory control, a critical aspect of temperament related to executive functioning.

One of her studies^[14] examined inhibitory control in relation to internalization of rules at ages 26–41 months and again at 43–56 months. At both ages, girls outperformed boys across tasks designed to provide opportunities to break the rules, such as playing a game where it was possible to cheat or being left alone with a forbidden object.

Toward a new understanding of legacy of early attachments for ...: ‪Stuit Professor of Developmental Psychology, University of Iowa‬ - ‪‪Cited by 37,‬‬ - ‪developmental psychology‬.

Individual differences in inhibitory govern were associated with internalization at both ages, with individual differences exhibiting stability.

Other research traced the development of self-regulation over the first four years of a child's life.^[15] Kochanska's team examined different forms of behavioral compliance in over children at ages 14, 22, 33, and 45 months.

The researchers contrasted "do" contexts where the mother asked her child sustain a tedious behavior that they didn't enjoy vs. "don't" contexts where the mother asked her minor to suppress a behavior that was enjoyable. Girls showed higher levels of committed compliance than boys, where they appeared to embrace their mother's directives eagerly and exhibited compliance even when left alone.

Although the "do" contexts were much harder than the "don't" contexts, children's compliance was stable over time, suggesting that self-regulation exhibits stable individual differences.

Representative publications

• Kochanska, G.

  (). Toward a synthesis of parental socialization and child temperament in early development of conscience. Child Development, 64(2), –

• Kochanska, G. (). Committed compliance, moral self, and internalization: A mediational model.

  Developmental Psychology, 38(3), –

• Kochanska, G. (). Mutually responsive orientation between mothers and their young children: A context for the early growth of conscience. Current Directions in Psychological Science, 11(6), –
• Kochanska, G., Coy, K.

  C., & Murray, K. T. (). The growth of self‐regulation in the first four years of life. Child Development, 72(4), –

• Kochanska, G., Murray, K. T., & Harlan, E. T. (). Effortful control in early childhood: continuity and convert, antecedents, and implications for social development.

  Developmental Psychology, 36(2),

• Kochanska, G., Murray, K., Jacques, T. Y., Koenig, A. L., & Vandegeest, K. A. ().
  We focus on children's conscience, an inner guiding system responsible for the gradual emergence and maintenance of self-regulation. Drawing from our research program that has encompassed three large longitudinal studies cumulatively covering the first 6 years of life, we discuss two major components of conscience: moral emotions guilt, discomfort following transgressions and moral conduct compatible with rules and standards. We argue the organization of young children's conscience, focusing on relations between moral emotions and moral manner, and the development of conscience, focusing on its early form: the child's eager, willing stance toward parental socialization. We also review research on two major sets of influences that predict individual differences in moral emotions and moral conduct: biologically based temperament and socialization in the family.

  Inhibitory control in adolescent children and its role in emerging internalization. Child Development, 67(2), –

References