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PUBLICATIONS
RECENT PUBLICATIONS
Halberstadt, A. G., Parker, A. E.*, & Castro, V. L.* (in press). Nonverbal communication: Developmental perspectives. In J. A. Hall & M. L. Knapp (Eds.) Handbook of Communication Science (Vol. 2). Berlin: Mouton de Gruyter.
Parker, A. E.*, Halberstadt, A. G., Dunsmore, J. C., Townley, G. E., Bryant, A., Jr., Thompson, J. A.*, & Beale, K. S.* (2012). “Emotions are a window into one’s heart”: A qualitative analysis of parental beliefs about children’s emotions across three ethnic groups. Monographs of the Society for Research in Child Development, 77, 1-144.
Dennis, P. A.*, & Halberstadt, A. G. (2012). Is believing seeing? The role of emotion-related beliefs in selective attention to affective cues. Cognition and Emotion, 26, 1-18.
Halberstadt, A. G., & Lozada, F. L.* (2011). Culture and emotion in the first five years of life. In M. Lewis (Ed.) Encyclopedia on Early Childhood Development (pp. 1-6, online). Montreal, Quebec: Centre of Excellence for Early Childhood Development. Available at:http://www.child-encyclopedia.com/documents/Halberstadt-LozadaANGxp1.pdf.
Stelter, R. L.* & Halberstadt, A. G. (2011). Children’s feelings of security as affected by parental beliefs about children’s emotions and parental stress. Infant and Child Development, 20, 272-287.
Halberstadt, A. G., & Lozada, F. L.* (2011). Emotion development in infancy through the lens of culture. Emotion Review, 3, 158-168. doi:10.1177/1754073910387946
Halberstadt, A. G., Dennis, P. A.*, & Hess, U. (2011). The influence of family expressiveness, individuals’ own emotionality and self-expressiveness on perceptions of others’ facial expressions. Journal of Nonverbal Behavior, 35, 35-50.
SUBMITTED MANUSCRIPTS
Halberstadt, A. G., Dunsmore, J. C., Bryant, A., Jr., Parker, A. E.*, Beale, K. R.* & Thompson, J. A.* (2012). Development of the Parents’ Beliefs about Children’s Emotions Questionnaire. Revise and Resubmit.
Brown, G. L.*, Halberstadt, A. G., & Craig, A. B.* (2012). Gender differences in parents’ emotion socialization behaviors vary by ethnicity and child gender. Revise and Resubmit.
MANUSCRIPTS IN PREPARATION
Craig, A. B.*, Stelter, R. L.*, & Halberstadt, A. G. (2012). Parents’ beliefs about children’s emotions cluster by gender, ethnicity, education, and age. In preparation.
Dissanayake, M. P.*, Halberstadt, A. G., Kalat, J. W., & Shamble, S. V. (2012). The link between emotion differentiation and relationship quality across cultures. In preparation.
Lozada, F. T.* Halberstadt, A. G., Craig, A. B.*, Dunsmore, J. C., & Dennis, P. A.* (2012). Parents’ beliefs about children’s emotions and their conversations with children. In preparation.
RESEARCH IN PROGRESS
Hussong, A. M. (PI), with Coffman, J. L., Costanzo, P. R., Cox, M., Halberstadt A. G., & Mokrova, I. (co-PIs) (2012-2014) The socialization of gratitude through parent-child interaction. Funded by the Greater Good Science Center, this research explores parental socialization of children’s gratitude and entitlement, and how these, in turn relate to children’s well-being.
Halberstadt, A. G. & Garrett-Peters, P. (PIs) (2010-2012). A dynamic multidimensional examination of parental socialization of children’s emotion understanding and social competence in middle childhood. Funded by NSF, this research explores how parenting styles and beliefs about emotion relate to mothers’ socialization of emotion, and how these, in turn, relate to multiple aspects of children’s understanding of emotion.
Halberstadt, A. G., Sibley, P. A.*, Craig, A. B.*, Thompson, J. A., & Eisenberg, A. R. (2012). Social construction of gender through language. In a study of mothers and their four-year-old children, we found frequent use of gendered language by both parents and children. Further, it appears that when parents lead with gendered language, children follow.
Halberstadt, A. G., Castro, V. L.*, Lozada, F. T.*, Craig, A. B.*, Dennis, P. A., Stelter, R. L.*, & McNeil, S. (2012). Parents‘ beliefs about emotions relate to parents‘ and children’s understanding of emotion in the family. Parents who are more skilled at recognizing their children’s feelings during conflict have children who are also more skilled at recognizing what their parents are feeling.
*Collaboration with students
