Louka Konstantina, Papadakis Stamatios
Enhancing computational thinking in early childhood education through ScratchJr integration
Heliyon
authors tested hypothesis early physical abuse associated later externalizing behavior outcomes relation mediated intervening development biased social informationprocessing patterns assessed 584 randomly selected boys girls european american african american backgrounds lifetime experience physical abuse clinical interviews mothers prior childs matriculation kindergarten early abuse increased risk teacherrated externalizing outcomes grades 3 4 fourfold effect could accounted confounded ecological child factors abuse associated later processing patterns encoding errors hostile attributional biases accessing aggressive responses positive evaluations aggression turn predicted later externalizing outcomes