Area:
Clinical Psychology, Developmental Psychology
We are testing a new system for linking grants to scientists.
The funding information displayed below comes from the
NIH Research Portfolio Online Reporting Tools and the
NSF Award Database.
The grant data on this page is limited to grants awarded in the United States and is thus partial. It can nonetheless be used to understand how funding patterns influence mentorship networks and vice-versa, which has deep implications on how research is done.
You can help! If you notice any innacuracies, please
sign in and mark grants as correct or incorrect matches.
Sign in to see low-probability grants and correct any errors in linkage between grants and researchers.
High-probability grants
According to our matching algorithm, Beverly J. Wilson is the likely recipient of the following grants.
| Years |
Recipients |
Code |
Title / Keywords |
Matching
score |
| 1996 |
Wilson, Beverly J |
R03Activity Code Description:
To provide research support specifically limited in time and amount for studies in categorical program areas. Small grants provide flexibility for initiating studies which are generally for preliminary short-term projects and are non-renewable. |
Emotion Regulation Abilities of Rejected Children @ Oregon State University
A study is proposed with peer rejected children, who are at risk for a number of problems throughout development These problems include dropping out of school, juvenile delinquency, and adult crime. Understanding the behaviors and processes that contribute to these social difficulties is essential to the development of more effective interventions. One consistent finding in this area is that rejected children are less likely than more popular children to effectively regulate their negative affect states. The proposed study will investigate behaviors and processes related to children's emotion regulation abilities in multiple contexts. Children's attentional abilities and physiological functioning (i.e., vagal tone ) will be assessed during a baseline procedure and two cognitive tasks. The specific aims of this study are to: a) describe the emotion regulation strategies used by-rejected children in a relevant and stressful social context, entry into another's play; b) document changes in the entry strategies of rejected children after they have experienced entry failure, c) investigate the role of attentional processes and physiological functioning in the regulatory behaviors of rejected children through the use of convergent parent/teacher report and laboratory measures, and d) describe the temperamental characteristics of rejected children through these convergent measures. Fifty-two kindergarten and first grade children will be identified through peer nomination sociometric measures (i.e., 26 rejected and 26 popular). Social status will be calculated within each gender to aid in the recruitment of an equal number of boys and girls. In addition, behavioral nominations will be used to further identify rejected children with high levels of aggression.
|
0.948 |