Castro, V. L., Halberstadt, A. G., & Garrett-Peters, P. (in press). The structure of emotion understanding. Social Development.
Rogers, M., L., Halberstadt, A. G., Castro, V. L., & Garrett-Peters, P. (2015 online). Maternal emotion-related beliefs, socialization behaviors, and regulatory skills in relation to children’s emotion regulation and lability. Emotion, doi: 10.1037/emo0000142
Lozada, F. T., Halberstadt, A. G., Craig, A. B., Dunsmore, J. C., & Dennis, P. A. (2015 online). Parents’ beliefs about children’s emotions and their conversations with children. Journal of Child and Family Studies. doi: 10.1007/s10826-015-0325-1
Brown, G. L., Craig, A. B., & Halberstadt, A. G. (2015). Gender differences in parents’ emotion socialization behaviors vary by ethnicity and child gender. Parenting, 15, 135-157. doi: 10.1080/15295192.2015.1053312
Castro, V. L., & Boone, R. T. (Accepted pending minor revisions). Sensitivity to spatiotemporal percepts predicts the perception of emotion. Journal of Nonverbal Behavior.
Castro, V. L., Cheng, Y., & Halberstadt, A. G., & Grühn, D. (2015 online). EUReKA! A conceptual model of emotion understanding. Emotion Review, doi: 10.1177/1754073915580601
Halberstadt, A. G., Beale, K. S., Meade, A., Craig, A. B., & Parker, A. E. (2015 online). Anger in the family: Individual and dyadic contributions. Journal of Social and Personal Relationships, 32, 810-828. doi: 10.1177/0265407514552617
Castro, V. L., Halberstadt, A. G., Lozada, F. T., Craig, A. B. (2015 online). Parents’ emotion-related beliefs, behaviors, and skills predict children’s recognition of emotion. Infant and Child Development, 24, 1-22. doi: 10.1002/icd.1868
Lozada, F. T. & Halberstadt, A. G. (2013). The intertwining of emotional development with culture during infancy and early childhood. International Encyclopedia of Social and Behavioral Sciences, 2nd Edition.
Halberstadt, A. G., Dunsmore, J. C., Bryant, A., Jr., Parker, A. E., Beale, K. R. and Thompson, J. A. (2013). Development of the Parents' Beliefs about Children's Emotions Questionnaire. Psychological Assessment, 25, 1195-1210.
Halberstadt, A. G., Parker, A. E., & Castro, V. L. (2013). Nonverbal communication: Developmental perspectives (pp. 93-127). In J. A. Hall & M. L. Knapp (Eds.) Handbook of communication science (Vol. 2): Nonverbal communication. Berlin: de Gruyter Mouton.
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.
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.
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.
Mirabile, S.P., Oertwig, D. & Halberstadt, A. G. (2016). The changing utility of parent supportiveness of children's negative emotions across early childhood.
Halberstadt, A. G., Langley, H.A., Hussong, A. M., Coffman, J. L., Rothenberg, W. A., Mokrova, I., & Costanzo, P. R. (2015). Parents’ understanding of gratitude in young children: A thematic analysis. Accepted pending revision.
Hussong, A. M., Langley, H. A., Rothenberg, W. A., Halberstadt, A., Costanzo, P., Coffman, J. L., & Mokrova, I. (2015). Raising grateful children one day at a time. Submitted.
Rothenberg, W. A., Hussong, A. M., Langley, H. A., Egerton, G. A, Halberstadt, A. G., Coffman, J. L., Mokrova, I., Costanzo, P. R. (2015). Grateful parents raising grateful children: Niche selection and the socialization of child gratitude. Revise & Resubmit.
Garrett-Peters, P., Castro, V. L., & Halberstadt, A. G. (2015). Parents’ beliefs about children’s emotions, children’s emotion knowledge, and classroom adjustment in middle childhood. Revise and Resubmit.
MANUSCRIPTS IN PREPARATION
Castro, V. L., Garrett-Peters, P., & Halberstadt, A. G. (2016). Changing tides: Mothers’ supportive emotion socialization behaviors relate negatively to children’s social adjustment in school.
Leary, K. & Halberstadt, A. G. (2015). Parents do socialize pride in their children, and pride enhances school performance.
Camras, L. A., Castro, V. L., Halberstadt, A. G., & Shuster, M. M. (2015). Facial expressions in children are rarely prototypical. Invited chapter to appear in J. A. Russell & J. M. Fernandez-Dols (Eds.) The psychology of facial expressions (2nd ed). NY: Cambridge University Press.
Grühn, D., & Halberstadt, A. G. (2014). Feelings predict children's expected prosocial behavior.
MacCormack, J. K., Castro, V. L., Halberstadt, A. G., Rogers, M. L., Garrett-Peters, P. (2014). Introducing interoceptive knowledge: Why it matters for parents’ emotion socialization and children’s well-being.
Halberstadt, A. G., Sibley, P. S., Thompson, J. A., Craig, A. B., Dunn, J. F., & Eisenberg, A. R. (2014). Social construction of gender through language.
RESEARCH IN PROGRESS
Hussong, A. M. (PI), with Coffman, J. L., Costanzo, P. R., Halberstadt, A. G., & Mokrova, I. (co-PIs) (2012-2014), The socialization of gratitude through parent-child interaction. This two-year grant explored how parents socialize gratitude in their young children in two studies. First, we conducted separate focus groups with parents and children, to identify parents’ goals and values, and socialization techniques, with regard to gratitude and entitlement. Second, based on these focus groups and the available literature, we investigated socialization of gratitude and children’s experiences of gratitude and well-being in a short-term longitudinal study. A number of papers are in preparation; more are planned for writing in 2015-2016.
Halberstadt, A. G., Davis, H., DeCuir-Gunby, J., Sims, C. A. Racial bias in European –American preservice teachers predicts differential responding to children’s misbehaviors. This study assesses subtle forms of prejudice and preservice teachers’ responses to emotion-related stimuli presented by adults and children. Our goal is to assess the ways in which European-American preservice teachers express prejudicial responses, perhaps without self-knowledge, and then how these responses become activated in their potential thoughts, feelings, and behaviors in the classroom.
Halberstadt, A. G., & Chentsova-Dutton, Y. Sadness across cultures. A series of studies are being conducted and planned to assess socialization of sadness in the United States and Russia.