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Infant and Child Development

Impact factor: 0.867 5-Year impact factor: 1.378 Print ISSN: 1522-7227 Online ISSN: 1522-7219 Publisher: Wiley Blackwell (John Wiley & Sons)

Subject: Developmental Psychology

Most recent papers:

  • The role of bodies in infants' categorical representations of humans and non‐human animals.
    Emma L. Axelsson, Derek G. Moore, Elizabeth M. Murphy, Julia E. Goodwin, Brian R. Clifford.
    Infant and Child Development. October 22, 2018
    --- - |2+ Abstract To investigate whether bodies are useful cues in infants' category formations, 7‐month‐old infants were familiarized to images of humans or non‐human animals followed by test pairs comprising a familiar category image and a hybrid image with a novel category body. Infants familiarized to humans did not demonstrate a novelty preference for hybrid stimuli with non‐human animal bodies. Infants familiarized with non‐human animals demonstrated a novelty preference for hybrid stimuli with human bodies, suggesting that there is an asymmetry in infants' category formations of bodies. Compared with infants familiarized to non‐human animals, the infants familiarized to humans had a higher proportional fixation count to bodies during familiarization, but the lack of preference for novel category bodies at test suggests that 7‐month‐old infants' representations of the features of human bodies are likely still developing and they are more likely to form a summary‐based categorical representation of non‐human animals. Highlights This study tackles the question as to whether bodies are relevant cues for infants' category formations of humans and non‐human animals. Infants were familiarized with a series of humans or non‐human animals and were subsequently presented with test pairs, one of which contained a novel category body. Only 7‐month‐olds presented with animal images preferred novel category human bodies. Infants in both conditions had a higher proportional fixation count to bodies within the figures, yet infants familiarized with humans failed to demonstrate a preference for novel category bodies. Differing levels of familiarity with the categories could explain the asymmetry in infants' categorization of bodies of humans and animals. Infants' body representations are likely still developing at 7 months of age and after familiarization with human images, non‐human animal bodies do not appear sufficiently different for this age group. - Infant and Child Development, EarlyView.
    October 22, 2018   doi: 10.1002/icd.2112   open full text
  • A multimethod study of inhibitory control and behavioural problems in preschoolers.
    Jeffrey R. Gagne, Chi‐Ning Chang, Haolei Fang, Catherine Spann, Oi‐Man Kwok.
    Infant and Child Development. October 22, 2018
    --- - |2+ Abstract Low levels of inhibitory control (IC) are associated with multiple cognitive and socio‐emotional difficulties including externalizing behavioural problems and attention deficit hyperactivity disorder (ADHD). However, conclusions depend somewhat on the method of IC assessment. This investigation examined associations between child IC and behavioural problems and maternal depression and anxiety employing a family study design. Child IC was assessed using a parent rating scale, three independent observer ratings, two laboratory‐based temperament episodes, and an executive functioning task. Correlational results showed that parent‐rated IC was associated with all behavioural problems' scales, whereas observed IC was specifically associated with ADHD, aggressive, attention, and externalizing behavioural problems. Structural equation modelling analyses including child age and gender indicated that all IC variables significantly predicted externalizing and ADHD behavioural problems. The model accounted for overlapping variance across parent‐rated IC, child behavioural problems, and maternal mental health symptoms and showed that observed IC predicted externalizing and ADHD behavioural problems over and above these parent–rater effects. Results also showed that maternal depression and anxiety symptoms significantly predicted these behavioural problems even after controlling for the parent‐rater effects. These findings indicate that assessment methods are an important consideration when interpreting the results of early IC investigations. Highlights Do different measures of inhibitory control (IC) predict behaviour problems during preschool? SEM analyses indicated that observed IC predicted externalizing and ADHD behaviour problems over and above parent‐rater effects. Observations of IC show more specificity to externalizing and ADHD problems and are not susceptible to parent‐rater effects. - Infant and Child Development, EarlyView.
    October 22, 2018   doi: 10.1002/icd.2115   open full text
  • Examining the associations between performance based and ratings of focused attention in toddlers: Are we measuring the same constructs?
    Ibrahim H. Acar, Scott Frohn, Amanda Prokasky, Victoria J. Molfese, John E. Bates.
    Infant and Child Development. October 22, 2018
    --- - |2+ Abstract The study examines the concurrent and longitudinal associations between ratings‐based measures (parents, secondary caregivers, and observers) and performance‐based measures of focused attention in toddlers aged 30 (n = 147), 36 (n = 127), and 42 months (n = 107). Parents and secondary caregivers rated focused attention behaviours using the Children's Behaviour Questionnaire and observers rated toddlers' focused attention during a series of laboratory tasks using the Leiter‐R Examiner Rating Scale. Toddlers' behaviours on three structured tasks (Token Sort, Toy Play, and Lock Box) were used to assess their performance‐based focused attention in a laboratory setting. Correlations show that parent ratings are not related to observer and teacher ratings or to the performance‐based measures at all ages tested. Second, based on confirmatory factor analyses, a single factor explains the common variance between indicators when the parent ratings are not included in the models. The single factor shows measurement invariance between ages 36 and 42 months based on factor structure, relations of indicators to the factor, and factor scale over time. Third, indicators of focused attention at age 30 months do not seem to measure a common, coherent factor. Interpretations of similarities and differences between ratings and performance‐based indicators of focused attention and the presence of a focused attention construct are discussed. Highlights The concurrent and longitudinal association between ratings and performance‐based attention was examined. Parent‐ratings, observer‐ratings, and performance‐based attention via structured tasks were used. Parent ratings of attention were not related to other ratings, or to the performance‐based measures at all ages; a single factor explains the common variance between indicators when the parent ratings are not included in the models; indicators of focused attention at age 30 months do not seem to measure a common, coherent factor. - Infant and Child Development, EarlyView.
    October 22, 2018   doi: 10.1002/icd.2116   open full text
  • Gender affects early psychomotor milestones and long‐term neurodevelopment of preterm infants.
    Gabriella Di Rosa, Erica Pironti, Francesca Cucinotta, Angela Alibrandi, Antonella Gagliano.
    Infant and Child Development. October 11, 2018
    --- - |2+ Abstract Temporal differences of neurodevelopmental milestones' achievement are commonly taken into account in preterm infant assessment during the first year of life, especially when minor or none neurological signs arise from clinical examination. The influence of gender on neurodevelopment in preterm infants was examined by a milestones‐based neurological approach. Two‐hundred twenty‐seven moderate and late preterm and full‐term infants (51.9% male), without evidence of severe white matter insults, were early assessed by classic neurological examination. Griffiths Mental Developmental Scale was used at long‐term observation. Children were sorted into three gestational age groups (Group 1: 32–33 weeks, Group 2: 34–36 weeks, and Group 3: ≥37 weeks) and compared according to their neurodevelopmental pathways and gender. The achievement of head control was slightly earlier in females. The pointing, one of the main communicative hand gesture, appeared significantly earlier in females across all the groups. At the Griffiths Scale, the majority of gender‐related differences emerged in personal–social and eye and hand coordination subscale. An independent role of male gender was evidenced in personal–social, language, and eye and hand coordination subscales. Gender and gestational age likely addressed different temporal profiles of neurodevelopment in early and late assessments in preterm and full‐term infants. The role of gender and gestational age on these findings has been discussed. Highlights A classic, milestones‐based neurological evaluation disclosed different developmental profiles in males versus females preterm infants. Moderate preterm and full‐term infants showed similar developmental profiles. Gender and gestational age may influence neurodevelopment. - Infant and Child Development, EarlyView.
    October 11, 2018   doi: 10.1002/icd.2110   open full text
  • Issue Information.

    Infant and Child Development. October 09, 2018
    --- - |2 No abstract is available for this article. - Infant and Child Development, Volume 27, Issue 5, September/October 2018.
    October 09, 2018   doi: 10.1002/icd.2058   open full text
  • Witches, fire, and fairies: Parent–child conversations during fantastic and real emotionally charged stories.
    Nathalie Carrick, Stephanie Sawaya, Jennifer Palisoc.
    Infant and Child Development. September 20, 2018
    --- - |2+ Abstract Preschoolers' fantasy–reality distinctions vary by the emotional content of the information; they report that happy and sad fantastic or real events can occur more often than frightening events. Given that children rely on parents' testimony when evaluating information, the present study examined the role parents play in children's fantasy–reality distinctions for emotionally charged events. Fifty‐nine parents and their 3‐ to 5‐year‐olds read happy, frightening, and sad stories that contained either fantastic or real events. Conversations during the readings were coded and analysed for patterns across story conditions. Findings reveal that topics of conversations differed significantly by discrete emotion and at times by reality status. Parents and children engaged with happy and sad events (e.g., by relating events to children's lives and helping the story characters) and distanced themselves from frightening events (e.g., by ameliorating the situation and switching negative tone to positive). Findings provide new insights into how parents talk to children about emotionally charged fantasy and reality that contribute to our understanding of how children construct their understanding of real and unreal information. Highlights The study examined parent–child conversations about happy, frightening, and sad fantastic and real events. While reading stories, parents and children interacted with the happy and sad events and distanced themselves from the frightening events. Conversations about fantasy and reality may influence children's fantasy–reality distinctions. - Infant and Child Development, EarlyView.
    September 20, 2018   doi: 10.1002/icd.2111   open full text
  • Issue Information.

    Infant and Child Development. August 07, 2018
    --- - |2 No abstract is available for this article. - Infant and Child Development, Volume 27, Issue 4, July/August 2018.
    August 07, 2018   doi: 10.1002/icd.2057   open full text
  • Externalizing symptoms anticipate declining support and increasing negativity between adolescent friends.
    Daniel J. Dickson, Donna Marion, Brett Laursen.
    Infant and Child Development. July 20, 2018
    --- - |2+ Abstract This study examined longitudinal associations between externalizing symptoms and friendship quality among 116 adolescents and their same‐sex, same‐grade best friends (60.3% female). At the outset of the study, participants were in the sixth or seventh grades (M = 11.72 years). For two consecutive years, participants provided self‐reports of externalizing symptoms, and best friends provided perceptions of friendship quality (negativity and social support) and intimacy. Results indicated that greater externalizing symptoms predicted increases in friendship negativity for all dyads. Externalizing symptoms also predicted decreases in social support, but only among dyads reporting high levels of intimacy. The findings suggest that externalizing symptoms diminish friendship quality, particularly within intimate friendships. Highlights Greater externalizing symptoms may predict declines in friendship quality within intimate adolescent friendships. Path analyses found that externalizing symptoms predicted increases in negativity (for all friendships) and decreases in support (for intimate friendships). Results suggest a negative downward spiral where behaviour problems damage friendships, which then may become unstable. - Infant and Child Development, EarlyView.
    July 20, 2018   doi: 10.1002/icd.2109   open full text
  • Children's trust in print: What is the impact of late exposure to reading instruction?
    Shiri Einav, Veslemøy Rydland, Vibeke Grøver, Elizabeth J. Robinson, Paul L. Harris.
    Infant and Child Development. June 29, 2018
    --- - |2+ Abstract Prior research in England has indicated that, unlike prereaders, young children who have learned to decode simple words view print‐based information as a more authoritative source of knowledge than purely oral information. We predicted that children in Norway—who start to receive formal reading instruction at a relatively late age—would be slower to display this bias toward print‐based information. Accordingly, we tested 4‐ to 6‐year‐olds (N = 96) in Norway. As expected, these children showed a delayed emergence of the bias toward print over speech. Unexpectedly, however, children who had successfully gained a basic reading ability prior to any exposure to formal reading instruction in school were no more trusting of print than were their prereading peers. These results suggest that the ability to decode simple words is an important condition for selective trust in print‐based information but that exposure to formal reading instruction in school may also be necessary. Highlights Is there a link between formal reading instruction and young children's bias to trust print over oral information? A study in Norway, where formal reading instruction is delayed, confirmed later emergence of trust in print compared to previous findings in the UK. Formal reading instruction may play a role in the emergence of children's selective trust in print-based information. - Infant and Child Development, EarlyView.
    June 29, 2018   doi: 10.1002/icd.2102   open full text
  • Young children embody the time of others in their time judgments: The role of the theory of mind.
    Quentin Hallez, Sylvie Droit‐Volet.
    Infant and Child Development. May 31, 2018
    --- - |2+ Abstract This study investigated the ability of young children to embody other people's time in their time judgments. Children aged from 4 to 7 years had to learn target durations and to reproduce them with the presentation of static pictures of individuals whose posture or body shape suggested different body states (movement, movement with object, emotion, and aging). Their acquisition of an explicit theory of mind was also assessed using the Sally–Anne false belief test. All the children produced different durations as a function of perceived body states. However, the magnitude of time distortions with perceived body states was higher in children with explicit theory of mind. Our results suggest an early implicit and automatic mechanism that allows young children to integrate other people's body states into their time judgments, to be attuned to others. However, the development of the awareness of others' mental states also increases time sensitivity to their states. Highlights Young children embody the time of others in their time judgments, and the development of the awareness of others' mental states improves this primitive ability. Children were asked to reproduce target durations with static pictures of individuals whose posture suggested different body states. Their acquisition of an explicit theory of mind was also assessed using the Sally–Anne false belief test. All the children produced different durations as a function of perceived body states. However, the magnitude of time distortions with perceived body states was higher in children with explicit theory of mind. - Infant and Child Development, EarlyView.
    May 31, 2018   doi: 10.1002/icd.2101   open full text
  • Children's psycho‐spatial understanding of affect‐based time: The developmental trajectories of ego‐ and event‐moving perspectives.
    Ciara A. McAfee, Emily P. Wyckoff, Katherine S. Choe.
    Infant and Child Development. April 19, 2018
    --- - |2+ Abstract Time is closely linked to people's representation of spatial experience. Previous research showed that adults primed with positive affect judged that they were approaching the event (ego‐moving), whereas those primed with negative affect reported that the event was approaching them (event‐moving). The present research investigated the developmental sensitivity towards psycho‐spatial understanding by examining the role of positive and negative affect on children's perception of time. In Study 1, when tested in a within‐subjects design, 5‐, 7‐, and 9‐year‐olds as well as adults made ego‐moving judgments in response to an object of the positive event that was to happen in 2 days. However, by 9 years, children made adult‐like event‐moving responses to an object that stood for the negative affect. Five‐year‐olds continued to make ego‐moving judgments in the negative valence condition, whereas 7‐year‐olds' responses were in transition. Study 2 replicated the full developmental pattern found in Study 1, even when the positive and negative affect events were towards the identical object in the between‐subjects design and the time span was shortened to a few minutes. Implications of the affective spatiotemporal perception of time were further discussed in relation to the sense of agency. Highlights We uncover the pattern of developmental sensitivity towards the psycho‐spatial embodiment of time, in relation to a positive or negative event. Vignettes were used to ascertain participant's psycho‐spatial view of time in relation to valence; 9‐year‐olds had an adult‐like understanding. Teaching children to use different psycho‐spatial agentic perspectives has the potential to help children at risk of anxiety and depression. - Infant and Child Development, Volume 27, Issue 5, September/October 2018.
    April 19, 2018   doi: 10.1002/icd.2100   open full text
  • Sequence of theory‐of‐mind acquisition in Turkish children from diverse social backgrounds.
    Bilge Selcuk, Kimberly A. Brink, Muge Ekerim, Henry M. Wellman.
    Infant and Child Development. April 19, 2018
    --- - |2+ Abstract We examined the sequence of theory of mind (ToM) acquisition in 260 Turkish children (Mage = 53.36 months, SD = 10.37) and the demographic factors associated with it. Children came from 5 different cities in Turkey. Their ToM skills were measured using ToM Scale, which probes various mental state understandings from diverse desires to hidden emotions. These Turkish children demonstrated the traditional, collectivist ToM acquisition pattern evident in Iran and China with earlier understanding of knowledge access than diverse beliefs, not the western, individualist pattern evident in the United States, Australian, and German children. Gender, socio‐economic status (SES), and number of adults living in the home influenced the pace of children's ToM acquisitions. A post hoc analysis examined a minority of children that exhibited individualist ToM acquisition with earlier achievement of diverse beliefs than knowledge access. The results contribute to a fuller sociocultural understanding of ToM development including examination of variations within a single heterogeneous developing country. They also further suggest the importance of exposure to different ideas and beliefs in large households for earlier understanding of varying belief states. Highlights We assessed theory of mind (ToM) acquisition in 260 Turkish children whose families spanned a large range of social class circumstances. We measured ToM via Wellman and Liu's scale (2004), consisting of five items testing diverse desires, diverse belief, knowledge access, false belief, and hidden emotion. The Turkish children demonstrated the traditional, collectivist ToM acquisition pattern, but a minority of children exhibited individualistic ToM acquisition. In cultures where elements of individualism and collectivism are blended, children can come to different orders of acquisition in accord with recent arguments that cultural development often represents a coexistence of different reasoning styles. - Infant and Child Development, Volume 27, Issue 4, July/August 2018.
    April 19, 2018   doi: 10.1002/icd.2098   open full text
  • Placental MAOA expression mediates prenatal stress effects on temperament in 12‐month‐olds.
    Patricia M. Pehme, Wei Zhang, Jackie Finik, Alexandra Pritchett, Jessica Buthmann, Kathryn Dana, Ke Hao, Yoko Nomura.
    Infant and Child Development. April 16, 2018
    --- - |2+ Abstract The placenta adapts to maternal environment and its alterations may have a lasting impact on child's temperament development. Prenatal stress has been linked to both a downregulation of monoamine oxidase A (MAOA) gene expression in the placenta and to difficult temperament. Capitalizing on an ongoing longitudinal study, we analysed data from 95 mother–child dyads to investigate whether MAOA mediates the association between prenatal stress and infant temperament. Prenatal stress was defined as exposure to Superstorm Sandy (Sandy) during pregnancy. Infant temperament was measured by Infant Behaviour Questionnaire‐Revised. MAOA gene expression was quantified in placenta tissue. The Smiling and Laughter subscale score was independently associated with Sandy exposure and MAOA placental gene expression. Mediation analysis confirmed that MAOA expression partially mediated the relationship between Sandy and Smiling and Laughter subscale, suggesting that in utero exposure to Sandy could induce lower frequency of smiling and laughter via downregulation of placental MAOA gene expression. These effects could compromise optimal temperamental trajectory and contribute to risk for psychological problems. Placental epigenetic markers can contribute to a multidimensional model of early intervention for high‐risk children. Highlights The study examined whether placental MAOA gene expression operates as a biological mediator in the relationship between prenatal stress and infant temperament. Mediation analyses revealed a partial mediation between prenatal stress and Smiling and Laughter subscale. Stress in utero could change MAOA gene expression epigenetically, which could shape temperament development. Such placental gene expressions may become useful biomarkers for screening and intervention. - Infant and Child Development, Volume 27, Issue 4, July/August 2018.
    April 16, 2018   doi: 10.1002/icd.2094   open full text
  • Unsociability and socio‐emotional functioning in young Chinese children: A short‐term longitudinal study.
    Jingjing Zhu, Danielle Baldwin, Yan Li, Qingbin Xie, Robert J. Coplan.
    Infant and Child Development. April 15, 2018
    --- - |2+ Abstract The goal of this study was to examine longitudinal associations among unsociability and indices of socio‐emotional functioning in a sample of young Chinese children. Participants were N = 360 children (Mage = 4.72 years, SD = .67) recruited from kindergarten classes in an urban area of China. Assessments of unsociability and adjustment were obtained at 2 time points (separated by 1 year) using multiple source assessments (maternal reports, child interviews, teacher ratings). Among the results, unsociability was concurrently (but not longitudinally) associated with teacher‐rated anxiety‐withdrawal at school. Some evidence of gender differences was also evident, with Time 1 peer preference more strongly associated with lower unsociability at Time 2 among girls than among boys. Results are discussed in terms of the meaning and implications of unsociability among young children in China. Highlights This study explored associations among young children's unsociability and socio‐emotional functioning in China. Unsociability was associated with anxiety‐withdrawal at Time 1 but did not predict emotional or social difficulties 1 year later. Results suggest that unsociable behaviour may not as problematic for young Chinese children. - Infant and Child Development, Volume 27, Issue 5, September/October 2018.
    April 15, 2018   doi: 10.1002/icd.2099   open full text
  • Knowing what others know: Linking deception detection, emotion knowledge, and Theory of Mind in preschool.
    Alexandra F. Nancarrow, Ansley T. Gilpin, Rachel B. Thibodeau, Carmen B. Farrell.
    Infant and Child Development. April 15, 2018
    --- - |2+ Abstract Children's ability to understand and infer the thoughts and feelings of others influences how they develop a unique view of the world. Examining developmental factors that impact young children's success in both social and cognitive domains has important implications for advancing our current knowledge of social cognition. The purpose of this study was to examine relations among emotion knowledge, deception detection, and Theory of Mind to shed light on the development of social cognition. Specifically, preschoolers' deception detection skills were found to moderate the relationship between emotion knowledge and Theory of Mind. Thus, children's ability to use their emotion knowledge to understand the points of view of others varies as a function of their ability to detect deception. Implications for child development are discussed. Highlights The purpose of this study was to examine relations among emotion knowledge, deception detection, and Theory of Mind. Preschoolers' deception detection skills were found to moderate the relationship between emotion knowledge and Theory of Mind. Children's ability to use emotion knowledge to understand the points of view of others varies as a function of deception detection. - Infant and Child Development, Volume 27, Issue 5, September/October 2018.
    April 15, 2018   doi: 10.1002/icd.2097   open full text
  • The effect of directive words on integrated comprehension of speech and iconic gestures for actions in young children.
    Hidenori Miyake, Shinichiro Sugimura.
    Infant and Child Development. April 10, 2018
    --- - |2+ Abstract We investigated the effect of age and directive words on children's ability to semantically integrate speech and iconic gesture. The participants were 132 children aged 4 to 6 years old. In the experiment, we presented messages of actions in 3 conditions (Verbal‐only, Gesture‐only, and Verbal‐Gesture) in a serial manner to assess multimodal gain as the ability and had participants select 1 answer corresponding to each message from among 4 options. Participants were divided according to whether the messages of various speech and gestures used directive words or not (e.g., “one is throwing like this” vs. “one is throwing”). The results showed that participants in the directive‐word‐present condition were more likely to select the correct answer than the participants in the directive‐word‐absent condition were. Our results suggest that directive words promote young children's ability to semantically integrate speech and gesture, and therefore are useful for promoting communication. Highlights We examined whether the presence or absence of directive words influence young children's comprehension of speech and iconic gestures to communicate actions. One hundred thirty‐two 4 to 6‐year‐old children were presented with eight messages using speech and gesture either with or without including directive words. The results showed that participants in the directive‐word‐present condition were more likely to select the correct answer than the participants in the directive‐word‐absent condition were. We concluded directive words promote young children's ability to semantically integrate speech and gesture, and therefore are useful for promoting communication. - Infant and Child Development, Volume 27, Issue 5, September/October 2018.
    April 10, 2018   doi: 10.1002/icd.2096   open full text
  • A meta‐analytic review of social problem‐solving interventions in preschool settings.
    Tia Navelene Barnes, Feihong Wang, Kristen Merrill O'Brien.
    Infant and Child Development. March 27, 2018
    --- - |2+ Abstract Early intervention is valuable in preventing negative behavioural outcomes and promoting positive social competence in young children with externalizing behaviours. Interventions that teach social problem solving (SPS) are a promising solution, as children with behavioural difficulties often have deficits in these skills. School‐based SPS programming has been shown to prevent and remediate externalizing behaviours for older children, but a summary of its effectiveness for preschoolers in early childhood settings is unavailable. The purpose of the current meta‐analytic review was to (a) provide a summary of the characteristics of current SPS instruction in preschool settings and (b) examine the effectiveness of interventions that include an SPS component in decreasing externalizing behaviours and increasing social competence among preschoolers. Using meta‐analytic review, we present common characteristics of preschool interventions that include SPS and provide evidence for the efficacy of these interventions in reducing externalizing behaviours and increasing social competence in preschoolers. Highlights We performed a meta‐analytic review of preschool social problem‐solving interventions (SPS). We examined both preschool‐based and home‐based reports of behavior and social competence for meta‐analysis. We found evidence for the efficacy of interventions in reducing externalizing behavior and increasing social competence for preschool‐based reports. - Infant and Child Development, Volume 27, Issue 5, September/October 2018.
    March 27, 2018   doi: 10.1002/icd.2095   open full text
  • Developing theory of mind abilities in Swedish pre‐schoolers.
    Annette Sundqvist, Emil Holmer, Felix‐Sebastian Koch, Mikael Heimann.
    Infant and Child Development. March 25, 2018
    --- - |2+ Abstract This study explored the development of theory of mind (ToM) in 80 Swedish‐speaking 3‐ to 5‐year‐olds, a previously unstudied language and culture. The ToM scale was translated and tested in a Swedish context. The results show that the ToM abilities improve significantly with age. In addition, a gender difference was observed for the whole sample, girls outperformed boys, but follow‐up analyses revealed that the difference only remained significant for the 4‐year‐olds. No gender differences were observed at 3 and 5 years of age. When conducting a scalability analysis, the overall Wellman and Liu scale showed less than acceptable scalability. However, when removing the last task of the scale (Real–Apparent Emotion), the fit and scalability was good. The reason for this divergent result is discussed in terms of cultural differences, such as parental and pedagogical practices in Sweden, which might especially focus on developing children's socio‐emotional understanding. Highlights Is the theory of mind (ToM) scale a feasible method to assess preschool‐aged children in a Swedish context? The scale shows significant development from 3 to 5 years of age. To achieve a good scalability, the final task of the scale was removed. The scale measures ToM abilities developing in preschoolers. Cultural differences, such as parental and pedagogical practices, may alter the developmental trajectory of ToM abilities. - Infant and Child Development, Volume 27, Issue 4, July/August 2018.
    March 25, 2018   doi: 10.1002/icd.2090   open full text
  • Preschool children and young adults' preferences and expectations for helpers and hinderers.
    Ashley E. Hinten, Lisa G. Labuschagne, Hannah Boden, Damian Scarf.
    Infant and Child Development. March 14, 2018
    --- - |2+ Abstract Several studies suggest infants and young children prefer prosocial over antisocial individuals and expect individuals will selectively approach prosocial rather than antisocial others. There is, however, confusion regarding (a) the methods used to assess preference versus those used to assess expectations and (b) the interpretation of previous studies. In the current study, utilizing eye‐tracking technology, we dissect children and young adults' preferences and expectations after watching the hill paradigm, in which one character (the Helper) helps a protagonist ascend a hill whereas another character (the Hinderer) prevents the protagonist from doing so. Neither children nor young adults displayed a looking preference for the Helper over the Hinderer. With respect to expectations, children shown an animation in which the protagonist approached its Helper looked significantly longer than children shown an animation in which it approached its Hinderer, whereas young adults' looking times were comparable across the two scenarios. We argue longer looking time to the Helper‐approach animation may reflect that children expect the Helper to move in concert/coordination with the protagonist and are surprised when this does not occur. We discuss our findings in relation to arguments about boundaries between different techniques used to measure preferences versus expectations in developmental research. Highlights We address whether clear boundaries exist between developmental paradigms that aim to test preferences, predictions, and expectations. Eye tracking was used to collect data on children's and young adult's looking behaviour on a commonly used paradigm in social evaluation research. We demonstrate that measures of preferences, predictions, and expectations can be extracted from a single paradigm and, therefore, that the boundaries between paradigms are far from clear cut. - Infant and Child Development, Volume 27, Issue 4, July/August 2018.
    March 14, 2018   doi: 10.1002/icd.2093   open full text
  • The Grasping Task: A 12‐month predictor of 24‐month delay task performance and BRIEF‐P inhibition scores.
    Dave Neale, Marisol Basilio, David Whitebread.
    Infant and Child Development. March 13, 2018
    --- - |2+ Abstract Important developments in executive function are thought to occur during the second year of life, but few tools exist to assess executive function in this period. We argue that, to be effective, tasks for this age range need to reduce the abstract nature of the task rules and reduce reliance on verbal instruction. We present the Grasping Task, which uses familiar objects presented in such a way as to communicate the rules of the task to infants with no need for verbal instruction or abstraction. A longitudinal validity study of infants from 12 to 24 months old showed the Grasping Task at 12 months predicted children's performance on delay tasks and scores on the inhibition scale of the Behavior Rating Inventory of Executive Function for preschool children at 24 months but were unrelated to scores on the Bayley Scales of Infant Development III at 18 months, suggesting the task captures an aspect of early inhibitory development that is distinct from general cognitive functioning. Highlights We assessed the predictive validity of the grasping task, a new measure of emerging inhibitory skills in infancy. Grasping task scores at 12 months predicted children's delay task scores and BRIEF‐P inhibition scores at 24 months. The grasping task could be an important new tool in understanding the emergence and development of inhibitory control in infancy. - Infant and Child Development, Volume 27, Issue 4, July/August 2018.
    March 13, 2018   doi: 10.1002/icd.2092   open full text
  • Sibling presence, executive function, and the role of parenting.
    Emily P. Rolan, Sara A. Schmitt, David J. Purpura, Deborah L. Nichols.
    Infant and Child Development. February 26, 2018
    --- - |2+ Abstract Siblings offer a unique context for practising skills such as executive function (EF). Further, siblings are influential agents in parenting practices, which may, in turn, be related to EF. The current study investigated the extent to which the presence of a sibling is related to parent‐reported EF in preschoolers and whether the presence of a sibling is indirectly related to EF through global parenting practices. Participants included children 30 to 60 months old and their caregivers (n = 505). Caregivers indicated that target children were predominately White (n = 354, 72%) and African American (n = 51, 10%), with the remaining participants representing multiple other racial categories (23%). Caregivers reported on parenting characteristics, their child's EF, and demographic information. Analyses revealed a negative association between sibling presence and parent‐reported EF. Initial analyses suggested that sibling presence was indirectly related to EF through a broad measure of global parenting practices; however, Follow‐up analyses indicated that when the global parenting practices scale was broken down into distinct parenting practices (e.g., warmth), indirect effects were not significant. These findings begin to clarify the influence of parenting behaviours and sibling presence in the home on young children's EF, suggesting that continued research is necessary to further elucidate these relations. Highlights Researchers investigated the relation between sibling presence and executive function and if global parenting practices were important in the association. Caregivers reported on their child, revealing that having a sibling was associated with lower executive function. Executive function is an important predictor of numerous developmental outcomes; research must replicate our findings and continue to explore the mechanisms through which siblings may be impacting children's executive function development. - Infant and Child Development, Volume 27, Issue 4, July/August 2018.
    February 26, 2018   doi: 10.1002/icd.2091   open full text
  • Examining morning HPA axis activity as a moderator of hostile, over‐reactive parenting on children's skills for success in school.
    Shannon T. Lipscomb, Derek R. Becker, Heidemarie Laurent, Jenae M. Neiderhiser, Daniel S. Shaw, Misaki N. Natsuaki, David Reiss, Philip A. Fisher, Leslie D. Leve.
    Infant and Child Development. February 22, 2018
    --- - |2+ Abstract This study examined children's morning hypothalamic–pituitary–adrenal (HPA) axis activation as a moderator of links between hostile, over‐reactive parenting at age 4.5 years and children's skills for success in school (higher executive function and literacy and less externalizing behaviour) at age 6. Participants included 361 adoptive families. Parenting was self‐reported. HPA axis activation was measured by basal levels in morning cortisol. Executive function and literacy were assessed via standardized tasks. Externalizing behaviour was reported by teachers. Results indicated that hostile, over‐reactive parenting predicted more externalizing behaviour and lower executive functioning regardless of children's morning HPA axis activation. HPA axis activation moderated the effects of hostile, over‐reactive parenting on literacy. Among children with moderate to high morning HPA axis activation (approximately 60% of the sample), harsh parenting was linked with lower literacy; children with low morning HPA axis activation exhibited better literacy in the context of more hostile, over‐reactive parenting. Yet, across the sample, hostile, over‐reactive parenting remained in the low to moderate range, not in the high range. Findings are discussed in the context of considering not only whether children's stress system activation moderates responses to their environments but also how these processes operate for different developmental outcomes. Highlights This study examined children's morning HPA axis activation as a moderator of links between parenting at age 4.5 and children's skills for success in school at age 6. Participants included 361 adoptive families, measured with cortisol, parenting, executive function, literacy, and externalizing behavior. Children's morning cortisol levels moderated the associations between hostile, over‐reactive parenting, and emergent literacy but not externalizing behavior or executive function. - Infant and Child Development, Volume 27, Issue 4, July/August 2018.
    February 22, 2018   doi: 10.1002/icd.2083   open full text
  • Family stress predicts poorer dietary quality in children: Examining the role of the parent–child relationship.
    Haley J. Webb, Melanie J. Zimmer‐Gembeck, Paul A. Scuffham, Rani Scott, Bonnie Barber.
    Infant and Child Development. February 08, 2018
    --- - |2+ Abstract The present prospective study investigated a comprehensive model of family stress to explain changes in young children's diet quality from age 3 to 5 years. The direct associations of family stress with child diet quality were examined, as well as the indirect associations via features of the parent–child relationship, including inconsistent parenting practices, negative parent–child interactions, and poor emotional bond. Using an Australian sample of 579 mother–child dyads (child Mage = 3.05 years; 45% boys), higher levels of family stress were predictive of less adequate child dietary quality (i.e., lower fruit and vegetable intake) over time with the effect on fruit intake occurring indirectly via impaired parent–child relationship quality. Notably, it was the relatively less well‐studied indicators of family stress (maternal physical and psychological health difficulties) that were consistently associated concurrently and prospectively with poorer child diet quality. These results provide support for an ongoing broader focus on the family context in which children and parents are embedded, including their exposure to stress, as well as the continued focus on parent–child relationship factors, such as inconsistent parenting practices and negative parent–child interactions, as specific and modifiable predictors of children's diet quality over time. Highlights A comprehensive model of family stress was examined to explain changes in young children's dietary intake from age 3‐5 years. Family stress was predictive of less adequate child dietary intake, with one effect occurring indirectly via impaired parent‐child relationship quality. Results support a broader focus on the family context, including stress exposure, as well as on specific parent‐child relationship factors. - Infant and Child Development, Volume 27, Issue 4, July/August 2018.
    February 08, 2018   doi: 10.1002/icd.2088   open full text
  • Childcare experiences and early school outcomes: The mediating role of executive functions and emotionality.
    Seung‐Hee Claire Son, Young Eun Chang.
    Infant and Child Development. February 08, 2018
    --- - |2+ Abstract The current study examined whether young children's executive functions and emotionality are related to childcare experiences and whether they work as mediators explaining the associations between childcare experiences and early school outcomes. Findings from a national sample of the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (N = 990) revealed that centre‐based care experiences and childcare quality positively predicted preschool children's executive functions, which then were linked to their academic skills and social skills in preschool and kindergarten years. Childcare hours were negatively related to executive functions. Further, childcare experiences did not predict children's emotionality, which was related to their social skills. Overall, childcare experiences, of higher quality, more structure and less hours, were modelled as predicting early school outcomes directly as well as indirectly through executive functioning. Highlights A mediated model of childcare experiences and early school outcomes through executive functions and emotionality is proposed. SEM analysis revealed that high‐quality, center‐type, and non‐excessive care experiences predicted executive functions, which then predicted academic and social outcomes, None of the childcare characteristics predicted emotionality while emotionality predicted social outcomes. Executive functions can be stimulated by high‐quality, structured care experiences and need to be a target of early learning and intervention. - Infant and Child Development, Volume 27, Issue 4, July/August 2018.
    February 08, 2018   doi: 10.1002/icd.2087   open full text
  • Does TV viewing during toddlerhood predict social difficulties and conduct problems?
    Dylan B. Jackson.
    Infant and Child Development. January 24, 2018
    --- - |2+ Abstract Some research suggests that various features of screen media use (e.g., television viewing) may promote or interfere with cognitive, social, or behavioural development. Nevertheless, empirical investigations of the link between features of TV/media use among very young subjects (e.g., toddlers) and subsequent social interactions with peers at school using nationally representative samples are lacking. The present study employs data from the Early Childhood Longitudinal Study, Birth Cohort, and a quasi‐experimental, propensity score matching design to explore the link between 3 components of TV viewing during toddlerhood (excessive viewing, unattended viewing, and adult content viewing), social difficulties, and conduct problems at school during the kindergarten school year. The results reveal that the risk of social difficulties with peers at school is heightened when family members do not engage in interactive TV viewing with toddlers or when toddlers primarily view adult programming. In contrast, excessive TV viewing among toddlers was not predictive of either social or behavioural problems upon entry into kindergarten in the matched sample. Ultimately, and in line with recent American Academy of Pediatrics recommendations, the findings suggest that interactive, engaged viewing of age‐appropriate content may be a more useful approach than simply limiting the amount of TV that toddlers are watching. Highlights The present study explores toddler TV viewing and later social/behavioral development. Using Propensity Score Matching techniques, unattended and age‐inappropriate viewing during toddlerhood was associated with an increased risk of social difficulties during kindergarten. Aspects of viewing content and context during toddlerhood may be linked to social development during early childhood. - Infant and Child Development, Volume 27, Issue 4, July/August 2018.
    January 24, 2018   doi: 10.1002/icd.2086   open full text
  • A dyadic analysis of power in sibling and friend conflict in early childhood.
    Shireen Abuhatoum, Nina Howe, Sandra Della Porta, Ganie DeHart.
    Infant and Child Development. January 24, 2018
    --- - |2+ Abstract Power processes in siblings' and friends' conflict interactions are of significance for children's development and socialization. This study conducted a comparative analysis of power behaviours (resources and effectiveness) utilized by dyadic partners in sibling and friend conflict during early childhood when focal children were aged 4. The sample consisted of 65 families and included 347 sibling conflict sequences and 326 friend conflict sequences. Data based upon naturalistic observations were coded for resources of power and power effectiveness. Patterns of findings were identified in the conflict process. Specifically, dyads used simple demands most often, followed by coercive, then elaborated information, and finally questioning power. Despite similarities, sibling dyads used coercive power and negative reward power more often than friends. Regarding power effectiveness, sibling and friend dyads were most effective using coercive power, followed by elaborated, and then questioning power. These findings provide strong support for the importance of taking the dyadic relationship context into account when studying the power process in children's interactions. Highlights How does siblings' and friends' dyadic use of power resources and effectiveness differ in the process and outcome of conflict in early childhood? Data were based upon naturalistic observations of conflict, and findings provide strong support for dyadic analyses when studying the power process in siblings and friends interactions. The findings provide new and novel insights regarding children's agency in conflict, thus highlighting the contributions of children to their own socialization process. - Infant and Child Development, Volume 27, Issue 4, July/August 2018.
    January 24, 2018   doi: 10.1002/icd.2085   open full text
  • Goldilocks versus Goldlöckchen: Visual speech preference for same‐rhythm‐class languages in 6‐month‐old infants.
    Claudia Kubicek, Judit Gervain, Hélène Lœvenbruck, Olivier Pascalis, Gudrun Schwarzer.
    Infant and Child Development. January 17, 2018
    --- - |2+ Abstract The present study investigated German‐learning 6‐month‐old infants' preference for visual speech. Visual stimuli in the infants' native language (German) were contrasted with stimuli in a foreign language with similar rhythmical characteristics (English). In a visual preference task, infants were presented with 2 side‐by‐side silent video clips of the same speaker reciting a nursery rhyme simultaneously in German and English. To assess spontaneous preference for native or non‐native visual speech, we computed preference scores towards the English‐ and German‐speaking faces. The findings of the present study revealed a sex difference in visual speech preference. Only female infants exhibited a visual preference, by attending longer to the English‐speaking face. Notably, the present study provides the first evidence for sex differences in visual speech preference in infancy. Highlights Visual speech preference was tested in 6‐month‐old German‐learning infants. Infants were tested with a preferential looking task contrasting German and English language. Only female infants displayed a visual preference toward English visual speech suggesting a sex difference in infants' visual speech processing. - Infant and Child Development, Volume 27, Issue 4, July/August 2018.
    January 17, 2018   doi: 10.1002/icd.2084   open full text
  • Responses to interview questions: A cross‐linguistic study of acquiescence tendency.
    Mehdi B. Mehrani, Carole Peterson.
    Infant and Child Development. October 13, 2017
    Recent theoretical accounts have assumed that children display an acquiescence tendency when answering yes–no questions. The present cross‐linguistic study aimed to test this account via examination of the responses of children to various yes–no questions about 6 familiar and unfamiliar objects. The impacts of age and linguistic background on children's response tendencies were also investigated. The participants were 3 groups of 2‐ to 5‐year‐old children, including 98 Persian, 78 Kurdish, and 43 English speaking children. Results revealed that younger children, regardless of their linguistic background, demonstrate an acquiescence tendency. The findings suggest that acquiescence tendency is a universal phenomenon. However, children's level of acquiescence declines as age increases. Implications regarding the use of yes–no questions with children are discussed. Highlights The effects of age, object familiarity and language on children's responses to yes‐no questions were examined. Regardless of their language, all children displayed an acquiescence tendency, but younger children exhibited a stronger tendency. Children's acquiescence tendency is a universal phenomenon.
    October 13, 2017   doi: 10.1002/icd.2063   open full text
  • How toddlers' irritability and fearfulness relate to parenting: A longitudinal study conducted among Quebec families.
    Jessie‐Ann Armour, Mireille Joussemet, Vanessa Kurdi, Jeanne Tessier, Michel Boivin, Richard E. Tremblay.
    Infant and Child Development. September 28, 2017
    Although child difficult temperament is a well‐known risk factor for parenting quality, few studies have focused on the association between specific temperament dimensions and parental behaviours. This study focused on negative emotionality, one of the best‐accepted dimensions of temperament, and its subdimensions of irritability and fearfulness. The aim of the present study was to evaluate the predictive value of irritability and fearfulness at 17 months upon parenting practices (involvement, coercion, and overprotection) at 29 months, beyond the influence of other well‐known risk factors (e.g., socio‐economic status and maternal depression). The study used data from the Quebec Longitudinal Study of Child Development, a longitudinal study conducted upon 1,829 families from Quebec (Canada), using self‐report questionnaires and medical files. Structural equation modelling identified irritability as a predictor of coercion, an externally controlling practice, whereas fearfulness predicted overprotection, an internally controlling practice. No significant associations were found after modelling between dimensions of negative emotionality and involvement. These results underline how certain aspects of child temperament may differentially “pull for control” and lead parents to act in a certain way, which may thwart young children's development and need for autonomy. Highlights This article investigates the associations between negative emotionality (i.e., irritability and fearfulness) and parenting (i.e., involvement, coercion, and overprotection). Structural equation modelling was used on data collected during a longitudinal study with a representative sample of 2,223 families. Each dimension of negative emotionality was associated to a different form of controlling parenting 1 year later (i.e., irritability with coercion and fearfulness with overprotection).
    September 28, 2017   doi: 10.1002/icd.2062   open full text
  • Tap, swipe, and build: Parental spatial input during iPad® and toy play.
    Ariel Ho, Joanne Lee, Eileen Wood, Samantha Kassies, Carissa Heinbuck.
    Infant and Child Development. September 25, 2017
    Despite the increase in the use of interactive technological devices, little is known about the impact that play context has on the production of spatial language by parents. To investigate whether there is differential parental spatial input afforded by play contexts with their preschoolers, 34 children (20 girls, 14 boys) and their primary caregivers engaged in 30‐min 3‐dimensional (3D) spatial play using blocks and puzzles and virtual 2‐dimensional (2D) spatial play using an iPad® in 2 separate home visits. There were no significant differences in the average amount of spatial talk and the number of spatial categories used by parents in both 3D and 2D play contexts. However, the amount of parental spatial talk decreased significantly with older preschoolers using the iPad®. In the 3D play contexts, parents produced more words related to spatial dimensions, location and directions, and continuous amount than in the 2D play contexts. However, in the 2D play contexts, they produced more words associated with orientations and transformations as well as deictics than in the 3D play contexts. Our findings suggest that technology can be effectively introduced into play contexts to elicit enriched parental spatial input by supporting parents and caregivers with best practices. Highlights The present study examines the differences in parental spatial talk when using traditional versus technology‐based learning tools with their preschoolers. Two 30‐min home observations of parent–child dyads playing blocks and puzzles versus spatial apps on an iPad®. No significant differences in the amount of parental spatial talk and the number of spatial categories in both play contexts were found. Our findings suggest that technology can be effectively introduced into play contexts to elicit enriched parental spatial input.
    September 25, 2017   doi: 10.1002/icd.2061   open full text
  • Association between theory of mind and mental state talk in preschoolers and later social competence and behaviour.
    Ana Luísa Barreto, Ana Osório, Joana Baptista, Pasco Fearon, Carla Martins.
    Infant and Child Development. September 07, 2017
    This study had 2 primary aims: (a) to investigate the concurrent links between preschool‐aged children's theory of mind (ToM) and mental state talk at 55 months and (b) to examine the longitudinal associations between preschool‐aged children's social understanding, as indicated by their ToM, and mental references, and their later social competence and behaviour at 69 months. Participants included 73 children and their mothers. ToM was assessed using a battery that consisted of 6 standardized tasks, and social competence and behaviour were assessed via teacher ratings. We observed an association between children's ToM and their mental state talk, specifically regarding cognition references during interactions with their mothers. Moreover, both children's ToM and mental references were longitudinally related to social competence and behaviour but only in girls. Our results support that ToM, which was assessed using false belief tasks, and the child's tendencies to refer to mental states during everyday interactions are 2 important related markers of children's social understanding and that both are linked to children's social competence and behaviour. The importance of considering gender‐specific effects when investigating children's social cognition is also highlighted. Highlights The relationship between preschoolers' social understanding and later social competence is examined. Both children's theory of mind and mental state talk were associated with later teacher‐rated social competence, but only for girls. Theory of mind and mental state talk seem to be related markers of children's social understanding, linked to social competence.
    September 07, 2017   doi: 10.1002/icd.2060   open full text
  • Theory‐of‐Mind development and early sibling relationships after the birth of a sibling: Parental discipline matters.
    Ju‐Hyun Song, Brenda L. Volling.
    Infant and Child Development. August 30, 2017
    This study investigated relations among children's Theory‐of‐Mind (ToM) development, early sibling interactions, and parental discipline strategies during the transition to siblinghood. Using a sample of firstborn children and their parents (N = 208), we assessed children's ToM before the birth of a sibling and 12 months after the birth, and sibling interactions (i.e., positive engagement and antagonism) and parental discipline strategies (i.e., child‐centred and parent‐centred discipline) at 4 and 8 months in the first year of siblinghood. Structural equation modelling analyses revealed that children's ToM before the birth of the sibling predicted children's positive engagement with the infant sibling, whereas children's antagonistic behaviours towards the infant sibling negatively predicted children's ToM at 12 months, but only when mothers used low levels of child‐centred discipline. These findings emphasize the role of parents in the development of young children's social‐cognitive understanding in the context of early sibling interactions. Highlights This study investigated relations among firstborns' Theory‐of‐Mind (ToM), early sibling relationships, and parental discipline during the first year of siblinghood. Multigroup analyses showed that ToM predicted higher sibling positive engagement, and early sibling antagonism predicted poorer ToM when mothers used low child‐centred discipline. Parental discipline plays an important role in the development of young children's social understanding and sibling relationships as early as the first year of siblinghood.
    August 30, 2017   doi: 10.1002/icd.2053   open full text
  • Mediated pathways from maternal depression and early parenting to children's executive function and externalizing behaviour problems.
    Claire Baker, Laura Kuhn.
    Infant and Child Development. August 25, 2017
    Structural equation models were used to examine pathways from maternal depression and early parenting to children's executive function (EF) and externalizing behaviours in the first nationally representative study to obtain direct assessments of children's kindergarten EF skills (i.e., the Early Childhood Longitudinal Study Kindergarten Class of 2010–2011). Preliminary analyses revealed that maternal depression was negatively related to children's EF and positively related to children's externalizing behaviour problems. However, the negative association between maternal depression and children's EF was completely mediated by maternal parenting practices (i.e., warmth and home learning stimulation). Furthermore, there was an indirect effect from maternal parenting practices to children's externalizing behaviour problems through EF, such that children with stronger EF skills had fewer externalizing behaviour problems. Findings provide support for a family process model in which warm, cognitively stimulating parenting supports children's EF, which in turn decreases externalizing behaviours. Highlights This study examined pathways from parent mental health to children's executive function (EF) and behaviour problems. Maternal depression was negatively related to children's EF and positively related to children's behaviour problems. The negative association between maternal depression and children's EF was completely mediated by maternal parenting. There was an indirect effect from maternal parenting to children's behaviour problems through EF.
    August 25, 2017   doi: 10.1002/icd.2052   open full text
  • Young children's self‐benefiting lies and their relation to executive functioning and theory of mind.
    Genyue Fu, Liyang Sai, Fang Yuan, Kang Lee.
    Infant and Child Development. August 01, 2017
    It is well established that children lie in different social contexts for various purposes from the age of 2 years. Surprisingly, little is known about whether very young children will spontaneously lie for personal gain, how self‐benefiting lies emerge, and what cognitive factors affect the emergence of self‐benefiting lies. To bridge this gap in the literature, we situated children between 2 and 4 years of age in a zero‐sum game where children must lie to their opponent if they wanted to win a desirable reward. We found that the majority of young children did not lie even when they experienced personal losses repeatedly. However, some children spontaneously lied during the game; as the game progressed, more children lied. Further, we found that children's theory of mind understanding and executive functioning in terms of a combination of inhibitory control and cognitive flexibility had significant positive and unique correlations with how frequently children lied for personal gain. The present results taken together with the existing findings regarding children's lies for self‐protection and politeness purposes suggest that the act of lying begins early in life. Further, its emergence and development are influenced by children's specific cognitive abilities in the domains of theory of mind understanding and executive functioning. Highlights The study investigated whether very young children will spontaneously lie for personal gain. This study used a zero‐sum game to elicit children's self‐benefiting lies. Results showed the majority of young children did not lie, and it is related to children's theory of mind understanding and executive functioning. The act of lying begins early in life, and its emergence and development are influenced by children's specific cognitive abilities in the domains of theory of mind understanding and executive functioning.
    August 01, 2017   doi: 10.1002/icd.2051   open full text
  • Do children think that inheritance determines height and weight?
    Lakshmi Raman.
    Infant and Child Development. July 14, 2017
    Three studies were conducted to investigate if children think that physical growth is determined by inheritance. All three studies employed the “switched‐at‐birth” task. Study 1 investigated if children and adults thought that height and weight were determined by parentage. Study 2 examined preschoolers and elementary school children's and adults' understanding of the role of parentage and nutrition in determining weight. Study 2a examined children's and adults' understanding of the role of parentage and nutrition in determining height. Results indicate that overall, preschoolers and third graders have more of an inheritance bias for height than for weight. However, when nutrition was introduced, apart from third graders, all other grades reasoned that nutrition played a greater role in determining weight. Overall, these results indicate that even young children have a rudimentary but differentiated theory of the role of inheritance in determining height and weight. Highlights Participants were presented with switched‐at‐birth tasks to determine if they thought that parentage and/or nutrition influences height and weight. Young children viewed height as determined more by parentage than weight, suggesting that they have a differentiated and autonomous theory for the determination of height.
    July 14, 2017   doi: 10.1002/icd.2041   open full text
  • Limited effects of pre‐existing maternal antisocial behaviours on infant neurodevelopment: A pilot study.
    Lisa Currie, Kathleen Pajer, William Gardner, Heather Cake, Sarah Shaw, Victoria Patterson.
    Infant and Child Development. July 07, 2017
    Antisocial behaviour disorders (ABDs) are among the most costly and treatment resistant of all psychiatric syndromes. Select neurodevelopmental abnormalities have been labelled a risk factor for ABDs, but it is unknown if maternal ABDs are associated with early neurodevelopmental abnormalities. This study tested whether infants of ABD mothers had more neurodevelopmental abnormalities than mothers with no psychiatric disorder (ND). Thirty‐nine pregnant women (49% with ABDs; 51% no psychiatric disorder) were recruited from the community. Infant neurodevelopment was assessed at ≤1 and 8 weeks using the Neonatal Behavioural Assessment Scale and at 16 weeks of age using the Bayley Scales of Infant and Toddler Development‐III. There was no significant group difference at ≤8 weeks. At 16 weeks, ABD mothers rated their infants higher on the Adapted Behaviours subscale, specifically on the leisure and self‐directed scales, when corrected for substance use and socio‐economic status. This pilot study found higher maternal ratings of Adapted Behaviours at 16 weeks, which may be due to unrealistic expectations about infant development. Highlights Maternal Antisocial behaviour disorders (ABDs) do not impact early infant neurodevelopment at ≤ 8 weeks old as measured by standardized assessment. Mothers with ABDs view their infants at 16 weeks as better adapted than women without any psychiatric disorder. Specifically, mothers with ABDs reported their infants as better adapted on the leisure and self‐direction subscales of the Bayley Scales of Infant and Toddler Development‐III. This finding may be due to less knowledge about normal infant adaptive behavior.
    July 07, 2017   doi: 10.1002/icd.2049   open full text
  • Child physical punishment, parenting, and school readiness.
    Kelly Weegar, Camille Guérin‐Marion, Sabrina Fréchette, Elisa Romano.
    Infant and Child Development. July 07, 2017
    This study explored how physical punishment (PP) and other parenting approaches may predict school readiness outcomes. By using the Canada‐wide representative data, 5,513 children were followed over a 2‐year period. Caregivers reported on their use of PP and other parenting approaches (i.e., literacy and learning activities and other disciplinary practices) when children were 2–3 years old, whereas school readiness was measured at 4–5 years using interviewer‐administered tests of number competence and receptive vocabulary skills. Analyses controlled for PP use at 4–5 years, child externalizing behaviours, and various sociodemographics. Results indicated that PP does not directly predict school readiness; however, the effect of PP was moderated by other parenting approaches. Children's receptive vocabulary was weaker if caregivers used PP together with less frequent explaining/teaching regarding problem behaviour, or PP with less frequent engagement in literacy and learning activities. Children had weaker number competence when PP co‐occurred with more frequent psychological aggression (e.g., yelling/scolding). Results suggest that PP hinders children's school readiness when used alongside other parenting approaches, which reflects the reality of parenting (i.e., PP does not occur in isolation). Findings support early education efforts aimed at promoting early learning and literacy opportunities, as well as positive disciplinary strategies that do not involve PP. Highlights We explored how physical punishment and other parenting approaches may predict school readiness outcomes using Canada‐wide data. Results provided little evidence of positive effects of physical punishment on school readiness across a range of parenting and disciplinary contexts. To promote school readiness, early education efforts should promote early learning opportunities and positive disciplinary strategies that do not involve physical punishment.
    July 07, 2017   doi: 10.1002/icd.2050   open full text
  • Two sides to every story: Children learn words better from one storybook page at a time.
    Zoe M. Flack, Jessica S. Horst.
    Infant and Child Development. June 30, 2017
    Two experiments tested how the number of illustrations in storybooks influences 3.5‐year‐old children's word learning from shared reading. In Experiment 1, children encountered stories with two regular‐sized A4 illustrations, one regular‐sized A4 illustration, or one large‐sized A3 illustration (in the control group) per spread. Children learned significantly fewer words when they had to find the referent within two illustrations presented at the same time. In Experiment 2, a gesture was added to guide children's attention to the correct page in the 2‐illustration condition. Children who saw two illustrations with a guiding gesture learned words as well as children who had seen only one illustration per spread. Results are discussed in terms of the cognitive load of word learning from storybooks. Highlights This study demonstrates that the number of illustrations in storybooks influences rate of word learning. Children who see only 1 illustration at a time learn more words from storybooks. Children who see 2 illustrations at a time do not learn words from storybooks. When a supporting gesture is added, children can learn words in the presence of 2 illustrations. Extraneous information hinders word learning from storybooks.
    June 30, 2017   doi: 10.1002/icd.2047   open full text
  • Child care quality and Dutch 2‐ and 3‐year‐olds' socio‐emotional outcomes: Does the amount of care matter?
    Martine L. Broekhuizen, Marcel A.G. Aken, Judith S. Dubas, Paul P.M. Leseman.
    Infant and Child Development. June 22, 2017
    High amounts of early child care have sometimes been linked to higher levels of behaviour problems, while high‐quality child care has more often been related to fewer behaviour problems and more social competence. The current study investigated whether the level of centre emotional and behavioural support (child care quality) interacted with the amount of child care in predicting children's socio‐emotional behaviour. Participants were 417 children (mean age = 27 months) from 61 Dutch daycare centres. The amount of daycare ranged from 1 to 5 days per week (M = 2.3 days). Multi‐level analyses showed that, independent of the amount of daycare, high levels of centre emotional and behavioural support were related to more caregiver‐rated social competence 1 year later. In addition, children spending 3.5 days or more in highly supportive daycare centres showed the lowest levels of parent‐rated externalizing behaviour 1 year later. The findings emphasize (a) that the combined effects of the amount and quality of child care are important and (b) that high‐quality early child care is related to children's socio‐emotional development. Further policy, practice, and research implications are discussed. Highlights We studied in a Dutch sample how the amount and quality of daycare interacted in relation to children's socio‐emotional outcomes. High levels of daycare quality were related to more teacher‐rated social competence. Children spending 3.5 days or more in highly supportive daycare centers showed less parent‐rated externalizing behavior.
    June 22, 2017   doi: 10.1002/icd.2043   open full text
  • Patterns of emotional availability between mothers and young children: Associations with risk factors for borderline personality disorder.
    Rebecca D. Trupe, Jenny Macfie, Rebecca M. Skadberg, Gretchen Kurdziel.
    Infant and Child Development. June 21, 2017
    Emotional availability (EA) characterizes a warm, close relationship between caregiver and child. We compared patterns (clusters) of EA on risk factors, including those for borderline personality disorder (BPD). We sampled 70 children aged 4 to 7 years from low socio‐economic backgrounds: 51% of whose mothers had BPD. We coded filmed interactions for EA: mothers' sensitivity, structuring, non‐intrusiveness, non‐hostility, and children's responsiveness to, and involvement of, mothers. We additionally coded children's over‐responsiveness and over‐involvement. Using person‐centred analyses, we identified four clusters: high functioning, low functioning, asynchronous (mothers above average on two of four dimensions and children below), and below average. Mothers in the low‐functioning cluster had lower income, less social support, more of the borderline feature of negative relationships, and more depression than did mothers in the high‐functioning cluster. The children in the low‐functioning group had more risk factors for BPD (physical abuse, neglect, and separation from, or loss of caregivers, and negative narrative representations of the mother–child relationship in their stories) than did children in the high‐functioning group. The asynchronous group included older girls who were over‐responsive and over‐involving with their mothers in an apparent role reversal. Interventions targeting emotional availability may provide a buffer for children facing cumulative risks and help prevent psychopathology. Highlights This paper investigated how mother‐child emotional availability (warmth and closeness) relates to risk factors for borderline personality disorder, including mother‐child role reversal. In filmed mother‐child interactions, low emotional availability was associated with risk for borderline personality disorder and role reversal was more likely for older girls. Findings support the cumulative risk hypothesis and may inform interventions to improve mother‐child emotional availability to prevent the development of psychopathology.
    June 21, 2017   doi: 10.1002/icd.2046   open full text
  • The role of child temperament on low‐income preschool children's relationships with their parents and teachers.
    Ibrahim H. Acar, Julia C. Torquati, Amy Encinger, Amy Colgrove.
    Infant and Child Development. June 20, 2017
    The current study examined the associations between low‐income preschool children's temperament (reactive and regulatory) and their relationships with parents and teachers. In particular, we focused on the moderating role of regulatory temperament on reactive temperament in the prediction of closeness and conflict with parents and teachers. Two hundred ninety‐one children (M = 53.88 months, SD = 6.44 months), their parents, and teachers from 3 different preschools serving low‐income children in 2 midwestern cities in the United States participated. Parents reported on temperament and parent–child relationships, and teachers reported on teacher–child relationships. Hierarchical regression models using SAS PROC MIXED were employed to allow for nesting of children within classrooms. After controlling for child age, gender, ethnicity, and parent education, children's reactive temperament was negatively associated with parent–child closeness and positively associated with parent–child conflict and teacher–child conflict. Children's regulatory temperament was positively related to teacher–child closeness and negatively associated with teacher–child conflict. Regulatory temperament moderated the association between reactive temperament and teacher–child closeness. These findings suggest that although reactive temperament potentially undermines closeness in relationships with teachers, regulatory temperament can buffer the influence of reactive temperament on teacher–child closeness. Highlights This study examined the association between children's temperament and their relationships with parents and teachers. Reactive temperament was positively associated with parent/teacher–child conflict and negatively associated with parent–child closeness. Regulatory temperament was a moderator for the association between reactive temperament and teacher–child closeness. Improving children's regulatory temperament may be helpful for children with the reactive temperament to have better social relationships with their teachers.
    June 20, 2017   doi: 10.1002/icd.2045   open full text
  • “I'm an ogre so I'm very hungry!” “I'm assistant ogre”: The Social Function of Sibling Imitation in Early Childhood.
    Nina Howe, Joanna Rosciszewska, Ryan J. Persram.
    Infant and Child Development. June 16, 2017
    Siblings' imitative behaviors were investigated in 39 middle‐class dyads during six 90‐min home sessions at both Time 1 (M age: older sibling = 4.4 years; younger sibling = 2.4 years) and Time 2 (2 years later). Although younger siblings imitated most often at T1 and T2, older siblings' imitation increased proportionally over time in comparison to younger siblings. Findings highlight the affiliative nature of imitation that occurred during reciprocal play interactions, via positive responses, and the content of the imitation. Finally, age was controlled by comparing first‐born siblings aged 4 at T1 to second‐born siblings aged 4 at T2. Findings demonstrated that sibling imitation had distinct characteristics despite the age match and partner effects. Sibling imitation is a dynamic, interactive social behavior and may be a powerful source of learning for young children. Highlights The role of sibling imitation in ongoing play in early childhood is highlighted. Sibling imitation is a dynamic and affiliative behavior that promotes interaction during play. Naturalistic observations of sibling imitation document that it is a powerful source of learning for young children.
    June 16, 2017   doi: 10.1002/icd.2040   open full text
  • Parenting contributors to early emerging problem behaviour in children of mothers in methadone maintenance treatment.
    Brent Finger, Allison Jobin, Victor J. Bernstein, Sydney Hans.
    Infant and Child Development. June 15, 2017
    This study explored whether variations in parenting provided by mothers with substance‐abuse disorders are related to behaviour problems in their young children and whether specific parenting practices are associated with specific types of behaviour problems. Mother‐reported and observational assessments were used to examine contributions of parenting behaviour and home environment to internalizing and externalizing behaviour problems in 150 preschool children of mothers receiving methadone‐maintenance treatment for heroin addiction. In multivariate analyses, mother‐reported child externalizing behaviour was related to greater maternal harshness and to mother history of illicit drug use during pregnancy but not other features of substance use and treatment history. Observer‐coded child internalizing behaviour was related to less maternal sensitivity and less provision of learning activities in the home. Additionally, mother report of her own psychopathology symptoms was related to mother‐reported, but not observer‐coded, child internalizing and externalizing problems. Findings suggest that women in substance abuse treatment should receive parenting interventions and that interventions should focus on increasing maternal sensitivity, reducing harshness, and providing children with cognitively stimulating environments. Findings also suggest that the need for attention to ongoing mental health problems of women in substance abuse treatment—both for their own well‐being and the well‐being of their children. Highlights This study explored whether variations in parenting provided by mothers with substance‐abuse disorders are related to behavior problems in their young children. Maternal harshness was related to child externalizing behavior, low sensitivity, and low provision of learning opportunities to child internalizing problems. Findings suggest that women in substance abuse treatment should be provided access to parenting interventions.
    June 15, 2017   doi: 10.1002/icd.2042   open full text
  • The effects of type of instruction, animacy cues, and dimensionality of objects on the shape bias in 3‐ to 6‐year‐old children.
    Denise Davidson, Vanessa R. Rainey, Sandra B. Vanegas, Elizabeth Hilvert.
    Infant and Child Development. June 15, 2017
    Robust evidence exists for the shape bias, or children's tendency to extend novel names and categorize objects more readily on the basis of shape than on other object features. However, issues remain about the conditions that affect the shape bias and its importance as a linguistic device. In this research, we examined how type of instruction (common noun naming, proper noun naming, same kind, and goes with), animacy of objects (animate, inanimate), and dimensionality of objects (two‐dimensional, three‐dimensional) affect the shape bias in 3‐ to 6‐year‐old children. Overall, all children showed strong use of the shape bias with categorization (same kind, goes with) instructions, the former in line with the shape‐as‐cue theory. Additionally, the shape bias was quite robust in the inanimate condition, regardless of type of instruction or dimensionality of objects. However, in the animate condition, a proper noun naming instruction coupled with an animate object cue reduced the shape bias across both two‐ and three‐dimensional objects. Implications of these findings are presented. Highlights This study assessed the “shape bias,” a linguistic strategy young children routinely use when confronted with the task of extending a novel name from one object to another. Novel name extension and categorization tasks were used in this study. Shape bias was affected by the type of instructions, animacy of objects, and dimensionality of objects.
    June 15, 2017   doi: 10.1002/icd.2044   open full text
  • Development of the selection of trusted informants in the domain of illness.
    Noriko Toyama.
    Infant and Child Development. June 08, 2017
    This study examined young children's information‐seeking behavior for illness or injury by (1) identifying primary informants and (2) determining whether children's evaluations of trusted informants change with development. Studies 1a, 1b, 1c, and 1d showed that 3‐ and 4‐year‐old children preferred to ask adults, including experts, as well as familiar and unfamiliar adults, for illnesses and injuries, but did not prefer to ask other children and stuffed animals. It was also shown that 3‐ and 4‐year‐olds' previous experiences of medical examination were not related with their preferences of informants and that they valued doctors' information about specialized knowledge more than mothers' resources. Studies 2a and 2b examined whether evaluations of trusted informants changed with age. Adults tended to differentiate between informants for contagious and allergic illnesses. However, this differentiation was not observed in 4‐, 7‐, and 10‐year‐old children. Adults preferred to seek help from doctors rather than mothers for contagious illnesses and injuries, whereas for allergies they preferred mothers to doctors. However, their reliance on mothers was limited. Preferences for mothers were not observed for nonallergic illnesses, such as headache, toothache, and cancer. Highlights Three‐ and four‐year‐old preschoolers preferred to ask adults, including experts as well as familiar and unfamiliar adults, for help with illnesses and injuries, rather than other children and stuffed animals. Three‐ and four‐year‐olds valued doctors' information about medication and causes of illness more than mothers' resources, though such preferences were not observed for daily advice, such as dietary and rest for sick individuals. With development, evaluations of trusted informants in the domain of illness changed. Adults tended to differentiate between informants for contagious and allergic illnesses; however, this differentiation was not observed for 4‐, 7‐, and 10‐year‐old children.
    June 08, 2017   doi: 10.1002/icd.2039   open full text
  • Preschoolers' cognitive and emotional self‐regulation in pretend play: Relations with executive functions and quality of play.
    Pauline Louise Slot, Hanna Mulder, Josje Verhagen, Paul P.M. Leseman.
    Infant and Child Development. May 29, 2017
    The preschool period is marked by rapid growth of children's self‐regulation and related executive functions. Self‐regulation is considered an important aspect of school readiness and is related to academic and social–emotional outcomes in childhood. Pretend play, as part of the early childhood curriculum, is hypothesized to support self‐regulation. An important question concerns whether self‐regulation should be considered an individual ability or, partly, a situated skill that is influenced by aspects of the classroom context. The aims of this study were to investigate the degree to which 3‐year‐olds showed cognitive and emotional self‐regulation in a naturalistic play setting and to examine how test‐based measures of children's cool and hot executive functions and the quality of their pretend play contributed to this observed self‐regulation. The results indicated that 3‐year‐olds showed aspects of cognitive and emotional self‐regulation. Cool executive functions appeared significantly related to emotional self‐regulation, whereas hot executive functions were not significantly related to cognitive or emotional self‐regulation. The quality of pretend play was strongly associated with cognitive self‐regulation and, to a lesser extent, emotional self‐regulation. The findings of this study suggest that both preschoolers' cool executive functions and the quality of play contributed to their self‐regulation skills in naturalistic settings. Highlights Preschoolers' cognitive and emotional self‐regulation in a naturalistic play setting are two interrelated but separate constructs. Children's cognitive executive functions predict observed emotional self‐regulation during pretend play. The quality of pretend play is strongly associated with children's cognitive self‐regulation and, to a lesser extent, emotional self‐regulation.
    May 29, 2017   doi: 10.1002/icd.2038   open full text
  • Reassessing the validity of the attachment Q‐sort: An updated meta‐analysis.
    Tim Cadman, Peter R. Diamond, Pasco Fearon.
    Infant and Child Development. May 16, 2017
    A 2004 meta‐analysis reported good validity for the observer attachment Q‐sort (AQS), but poor validity for the parental self‐report version. Despite this, the self‐report AQS is still widely used, with researchers arguing that providing additional training can improve its validity. The aim of this study was to update the 2004 meta‐analysis. Two hundred forty‐five studies from 1987 to 2016 were included (n = 32,426). Separate meta‐analyses were conducted to examine validity and reliability. The observer AQS showed moderate convergent validity with the Strange Situation Procedure (r = .25; r = .39 for long observation periods) and good predictive validity in terms of associations with sensitivity (r = .32). It showed a relatively weak association with infant temperament (r = .21), suggesting some discriminant validity. The self‐report version showed comparable convergent validity with Strange Situation Procedure (r = .18), but significantly weaker correlations with sensitivity (r = .25) and stronger correlations with temperament (r = .33). There was no evidence that providing additional training improved the validity of the self‐report version. This study corroborates the previous finding that the observer AQS is a valid measure of infant attachment, especially after long periods of observation. The self‐report version showed significantly weaker discriminant and predictive validity. Highlights The aim of the study was to update the 2004 meta‐analysis assessing the validity of the attachment Q‐Sort (AQS). This study broadly replicated the findings of the previous meta-analysis, showing that the observer AQS is a valid measure of attachment. Caution should be shown in using the self-report AQS due to its comparatively weaker predictive and discriminate validity.
    May 16, 2017   doi: 10.1002/icd.2034   open full text
  • Multigrade kindergarten classrooms and children's academic achievement, executive function, and socioemotional development.
    Arya Ansari.
    Infant and Child Development. May 08, 2017
    Using data from the Early Childhood Longitudinal Study Kindergarten Class of 2010–2011 (n = 11,000), this study examined the developmental outcomes of 5‐year‐old children in multigrade classrooms (combined prekindergarten and kindergarten classrooms serving 3‐, 4‐, and 5‐year‐olds) compared with those of 5‐year‐olds attending kindergarten‐only classrooms serving primarily 5‐year‐olds. Results from regression and propensity score analyses revealed that 5‐year‐old children who attended multigrade classrooms with prekindergarteners made smaller gains in math and literacy skills and demonstrated less optimal executive function at the end of the school year than children who attended kindergarten‐only classrooms. Classroom‐level factors largely explained the differences in children's academic achievement but did not consistently explain differences in their executive functioning. No consistent differences emerged for children's social‐behavioral development. Highlights This paper examines the implications of multigrade kindergarten classrooms for 5‐year‐olds' school success and the mechanisms through which these classrooms affect children. Five‐year‐olds who attended multigrade classrooms demonstrate smaller gains in academics and exhibit less optimal executive function, which was partially explained by classroom‐level factors. When possible, the implementation of multigrade kindergarten classrooms may need to be re‐evaluated.
    May 08, 2017   doi: 10.1002/icd.2036   open full text
  • Mechanisms leading to misattribution errors and cooperative knowledge acquisition.
    Tetsuya Nada, Shun'ichi Maruno.
    Infant and Child Development. May 08, 2017
    This study sought to clarify the process of knowledge acquisition by examining why people tend to misattribute others' activities as their own after having interacted with them. In Study 1, an experiment was conducted with 4‐year‐old children allocated to 2 groups: one group of children interacted with an adult, and the other group interacted with a peer. The latter group was further divided into 2 subgroups on the basis of the strength of children's friendships (high intimacy vs. low intimacy). Children in the low intimacy condition demonstrated more misattributions and greater knowledge acquisition. Study 2 focused on interactions and revealed that knowledge acquisition was influenced by the nature of children's interactions, which depended on the strength of their friendships. Those in the low intimacy condition (i.e., weaker friendships) provided their peers with appropriate support sufficient to complete a task but did not unilaterally complete tasks for their peers. These results suggest that misattribution occurs when individuals actively participate in interactions with others, and that new knowledge is acquired as they internalize the knowledge of others. Highlights This paper examined the role of “error bias” (a tendency to mistakenly attribute others' activities to oneself more often than attributing one's own activities to others) in knowledge acquisition. Error bias occurred in child‐child pairs with low intimacy more often than in adult‐child pairs, as the level of intimacy leads to differences in attitudes to taking part in interactions. The findings suggest that although intimacy is useful for starting active interactions with others, meaningful interactions that lead to knowledge acquisition are developed through an individual's recognition of appropriate ways of interacting with others.
    May 08, 2017   doi: 10.1002/icd.2037   open full text
  • Shared book reading and preschool children's academic achievement: Evidence from the Early Childhood Longitudinal Study—Birth cohort.
    Erica Barnes, Jaime Puccioni.
    Infant and Child Development. April 20, 2017
    This paper examines the relationships among the quality and quantity of parent–child shared book reading (SBR) engagements and children's reading and mathematics outcomes in preschool. Additionally, we explore how child and family characteristics predict the quality and quantity of SBR. Quantity was measured using parental reports of the frequency of SBR. Quality was measured by observational protocols evaluating for questioning, vocabulary, and discussion depth. A structural equation model was estimated using data from a nationally representative sample of 700 children living in the United States from the Early Childhood Longitudinal Study—Birth cohort. Results indicated that the quality of book reading was associated with children's mathematics outcomes, and the quantity was associated with reading outcomes controlling for contextual variables. Socioeconomic status, race or ethnicity, and children's age predicted the quality and quantity of book reading experiences. These findings indicate that frequent exposure to high‐quality book reading may positively impact children's mathematics and reading development, but that variation in SBR exists. SBR is a common practice among many parents; helping parents understand the multiple benefits of the practice may further increase the frequency and quality of the engagement. Implications for research and practice are addressed. Highlights This paper describes the relationship between parental book reading practices, mathematics, and reading outcomes. Structural equation models reveal relationships between the quantity of book reading and children's reading outcomes, as well as the quality of book reading and children's mathematics outcomes. High‐quality book reading may positively impact academic achievement in multiple domains, but results may vary based on contextual factors.
    April 20, 2017   doi: 10.1002/icd.2035   open full text
  • Children's understanding of animal, plant, and artifact properties between 3 and 6 years.
    Nathalie Fouquet, Olga Megalakaki, Florence Labrell.
    Infant and Child Development. March 24, 2017
    We investigated the kinds of biological properties that children aged 3–6 years attribute to animals, plants, and artifacts by administering a property attribution task and eliciting explanations for the resulting property attributions. Findings indicated that, from the age of 3 years, children more frequently attribute properties to animals than they do to plants or artifacts. Moreover, attributions increased with age for animals, decreased for artifacts, and remained constant for plants. Concerning the conceptual development of animals and plants, results showed that the properties subtending children's initial conceptualization of animals are movement and nutrition, followed by growth, backed up by perceptual, biological, and categorical explanations. By contrast, for plants, the properties are growth and then movement, backed up by perceptual and biological arguments. These findings provide some support for the idea that both conceptual information and perceptual cues influence children's conceptual development. Highlights This paper compares children's understanding of animals, plants, and artifacts between 3 and 6 years, in terms of property attributions and the spontaneous explanations of these objects. With a property attribution task, children more frequently attribute properties to animals than they do to plants or artifacts. Findings suggest that both conceptual information and perceptual cues influence children's conceptual development.
    March 24, 2017   doi: 10.1002/icd.2032   open full text
  • Mother and child narrative elaborations during booksharing in low‐income Mexican‐American dyads.
    Kelly Escobar, Gigliana Melzi, Catherine S. Tamis‐LeMonda.
    Infant and Child Development. March 16, 2017
    Caregivers' narrative elaborations have been consistently shown to relate to language, literacy, and cognitive skills in children. However, research with Latinos yields mixed findings in terms of how much caregivers elaborate and the benefits of elaborations for Latino children's development, especially within booksharing contexts. Moreover, little research has investigated whether and how children elaborate, and whether individual differences among children's narrative elaborations are related to changes in maternal elaborations over time. The current longitudinal study describes specific types of elaborations used by children and mothers and examines reciprocal relations between children's and mothers' elaborations over 1 year (at child age 3 and child age 4), in a sample of 45 Mexican immigrant mothers and their preschool‐aged children. Maternal elaborations positively related to children's narrative development only when subtypes of elaborations were considered, but not when considering the frequency of elaborations more broadly. Moreover, children's elaborations at age 3 were differentially associated with specific maternal elaborations a year later. Findings underscore the need to examine narrative elaborations at a nuanced level in Latino populations. Highlights This paper examines the specific ways in which Latino dyads elaborate during booksharing interactions Dyads were video recorded sharing a wordless picture book at two time points over 1 year. Findings suggest that specific elaboration types, namely, dyadic forms of responses and requests, are most important for the development of concurrent narrative skills, even though they are the least frequently used in this context We conclude that the investigation of narrative elaborations needs to be approached at a more nuanced level when studying Latino populations, as there are various roles taken and behaviors expected when changing the narrative context. These findings have implications for the development of culturally appropriate interventions targeted at enhancing booksharing practices with Latino groups
    March 16, 2017   doi: 10.1002/icd.2029   open full text
  • The relationship between children's executive functioning, theory of mind, and verbal skills with their own and others' behaviour in a cooperative context: Changes in relations from early to middle school‐age.
    Vanessa Huyder, Elizabeth S. Nilsen, Sarah A. Bacso.
    Infant and Child Development. February 28, 2017
    Learning to behave in socially competent ways is an essential component of children's development. This study examined the relations between children's social, communicative, and cognitive skills and their behaviours during a cooperative task, as well as how these relationships change at different ages. Early school‐age (5–8 years old) and middle school‐age (9–12 years old) children completed tasks to assess their executive functioning (i.e., inhibitory control, working memory, and planning), theory of mind, and verbal skills and participated in an interactive cooperative task. Because children participated in pairs, dyadic data analysis was used to examine the effect of individual characteristics on children's own and their partners' social behaviour. Results indicated that better theory of mind was related to lower levels of the competitive behaviours demonstrated by younger children, as well as by partners. In contrast, for older children, planning and verbal skills related to lower levels of competitive behaviour. The associations of theory of mind and planning skills with behaviour were significantly different between the early and middle school‐age groups. Findings suggest that children may utilize different skills at various developmental stages to guide their social behaviours. Findings have implications for theories of children's social development, as well as for interventions aimed at enhancing social skills. Highlights Children's theory of mind, executive functioning, and verbal skills were assessed in relation to their own and a peer's social behaviour Dyadic analyses were used to examine children's cooperative and competitive behaviour during an interactive task with a peer Findings reveal that the impact specific skills have on their own and a peer's behaviour depends on developmental stage
    February 28, 2017   doi: 10.1002/icd.2027   open full text
  • No! Don't touch the toys: Preschoolers' discipline towards their younger siblings.
    Sheila R. Berkel, Marleen G. Groeneveld, Lotte D. Pol, Joyce J. Endendijk, Elizabeth T. Hallers‐Haalboom, Marian J. Bakermans‐Kranenburg, Judi Mesman.
    Infant and Child Development. February 28, 2017
    Parental limit setting is a challenging and common situation in the daily lives of young children. During these situations, older siblings may use their more advanced cognitive skills and their greater physical strength to discipline their younger sibling and prevent or correct noncompliant behavior. This is the first study to examine preschoolers' discipline towards their toddler siblings during parental limit setting. In addition to observing preschoolers' sibling discipline, associations with their inhibitory control and externalizing behavior, their sibling's noncompliance and both children's gender were investigated. Sibling discipline was observed during parental limit setting in 285 families during one home visit with the mother and one home visit with the father. Preschoolers did discipline their younger siblings without being asked in the majority of the families, with girls displaying more disciplining behavior than boys. Toddlers' noncompliance was related to increased sibling discipline when their older siblings showed high levels of externalizing behavior themselves, although no such relation was found in case of older siblings with low levels of externalizing behavior. Sibling discipline was not related to preschoolers' inhibitory control or toddler's gender. Sibling discipline might thus be an expression of power assertion of the older sibling, instead of the moral urge to prevent transgressions. Highlights Preschoolers' discipline towards their toddler siblings was examined during parental limit setting, as well as associations with characteristics of both children. Observed discipline towards a younger sibling was related to externalizing behavior and not to inhibitory control of the older sibling. Sibling discipline seems to be an expression of older siblings' power assertion, instead of a moral urge to prevent transgressions.
    February 28, 2017   doi: 10.1002/icd.2031   open full text
  • Adaptive parenting for alleviating young children's shyness: A randomized controlled trial of an early intervention program.
    Felix Luke, Charles C. Chan, Alma Au, Simon M.K. Lai.
    Infant and Child Development. February 28, 2017
    A randomized controlled trial was conducted to test the efficacy of the Cool Little Kids program implemented for parents of temperamentally inhibited Hong Kong Chinese preschool‐aged children. This early intervention program was designed to help inhibited children alleviate shy and anxious behaviors in social situations by training parents on adaptive parenting skills. Parents of 57 inhibited children (mean age = 3.91, 35 boys) were randomly assigned to an intervention group and a waitlist control group. Children were assessed by teachers on Chinese shyness, social initiative, and internalizing problems before and after the intervention to evaluate the program effects. As hypothesized, relative to the control group, children from the intervention group reduced significantly with a large effect size detected (Cohen's f = .40) in anxious shyness but not regulated shyness. However, the same children did not significantly improve on social initiative with peers nor decrease in internalizing problems. These results were discussed with some plausible explanations. The randomized controlled trial supported wider dissemination of this preventive intervention for alleviating anxious shyness in early childhood. The positive parental receptivity also demonstrated the feasibility of a larger‐scale implementation. A future community‐wide program rollout for Chinese families in Hong Kong is warranted. Highlights This paper investigates if parenting intervention can help reduce anxious shyness among Hong Kong Chinese children. A randomized controlled trial evidenced the efficacy of the Cool Little Kids program in alleviating Chinese children's shyness. Wider dissemination of this early intervention program in the Hong Kong Chinese community is supported by this paper.
    February 28, 2017   doi: 10.1002/icd.2030   open full text
  • Developmental change in emotion expression in frustrating situations: The roles of context and gender.
    Tara M. Chaplin, Melanie R. Klein, Pamela M. Cole, Caitlin C. Turpyn.
    Infant and Child Development. February 24, 2017
    Emotion expression is a central aspect of social–emotional functioning. Theorists assert that emotion expression undergoes significant changes in the preschool period. There is, however, limited observational evidence of those changes, which may vary by interpersonal context and gender. The present longitudinal study examined developmental changes in emotion expressions from ages 3 to 5 years in 120 children from rural economically strained families. Children's facial, vocal, and postural sadness, anger, and happiness expressions were observed in frustrating tasks in 3 social contexts (a perfect circles task with an experimenter, a toy wait task with mother, a locked box task when alone). Findings indicted that sadness expressions decreased with age in all 3 contexts. Anger expressions increased with age in the frustrating task with the experimenter and when alone but not with the mother. From age 4 to 5 years, happiness expressions decreased in the task with experimenter but increased when alone and increased marginally with mother. In terms of gender, girls expressed greater happiness (and lower sadness) than boys but only in the task with the experimenter. Findings suggest that sadness expressions decrease over the preschool years. Developmental changes in happiness and anger expressions (and gender differences) likely depend on context. Highlights The study examined developmental changes and gender differences in emotion expression from age 3–5 years in three frustrating interpersonal contexts. Sadness decreased, anger increased with the experimenter and alone (but not with mother), and happiness decreased with the experimenter. Findings suggest declines in sadness expressions, but that anger and happiness expressions are selectively expressed to fit contextual demands.
    February 24, 2017   doi: 10.1002/icd.2028   open full text
  • Pathways from mothers' early social support to children's language development at age 3.
    Young Eun Chang.
    Infant and Child Development. February 15, 2017
    The relationships between early maternal social support, maternal psychological well‐being, the home learning environment, and children's language skills at age 3 in Korean families were examined. We hypothesized that maternal social support would predict children's language development through its effect on maternal psychological well‐being and the home learning environment. Structural equation modeling was employed to analyze the conceptual model, using data collected from 1,725 Korean families who participated in the Panel Study of Korean Children. Mothers' early social support predicted children's language skills via 2 indirect paths. First, greater social support predicted more positively adjusted psychological well‐being; maternal psychological well‐being was significantly associated with the quality of the home learning environment, which in turn predicted the positive development of language skills in children. Second, greater social support predicted a better home learning environment; again, the home learning environment positively predicted children's linguistic development. The direct paths from social support to language development were not significant. Social support during the child's infancy was observed to be beneficial for stimulating the home learning environment later. A comparison between working mothers versus nonworking mothers yielded no significant differences in the relationships between the variables. The results shed light on the importance of sensitive measures of social support in order to better understand its beneficial effects on mothers and young children. Highlights The relationships between early maternal social support, maternal psychological well‐being, the home learning environment, and children's language skills at age 3 in Korean families were examined. Structural equation modeling was employed to analyze the conceptual model, using data collected from 1,725 Korean families who participated in the Panel Study of Korean Children. Greater social support predicted more positively adjusted psychological well‐being; maternal psychological well‐being was significantly associated with the quality of the home learning environment, which in turn predicted the positive development of language skills in children.
    February 15, 2017   doi: 10.1002/icd.2025   open full text
  • Theory of mind, affective empathy, and persuasive strategies in school‐aged children.
    Antonia Lonigro, Roberto Baiocco, Emma Baumgartner, Fiorenzo Laghi.
    Infant and Child Development. February 03, 2017
    Understanding that other people hold different mental states and that they may be changed is the core of persuasion. Thus, theory of mind (ToM) abilities are fundamental to generate persuasive arguments. To date, only the relation between false belief and false belief‐emotion understanding and persuasion has been investigated, ignoring other advanced aspects of ToM. Moreover, the role of affective empathy in the engagement of persuasion strategies remains unknown. The aim of this study was to overcome such limitations. Elementary children (N = 142) were enrolled. An advanced ToM test, measures of affective empathy and verbal ability, and an assessment of persuasion, differentiated in self‐oriented and hetero‐oriented strategies, were administered to children. Results show that only ToM is a significant predictor of children's persuasive approach, after controlling for gender, age, and verbal ability. Affective empathy has a very marginal role in interaction with ToM only in the engagement of self‐oriented strategies. Limitations of the study and educational implications in school contexts are discussed. Highlights The present study investigates the link between persuasive behaviour, affective empathy and theory of mind. Through a cross-sectionial study, we find that mind reading abilities and affective empathy are linked to persuasive tactics as the result of a negation process. The adoption of more advanced persuasive strategies may promote positive social relationships and help to resolve conflicting interactions.
    February 03, 2017   doi: 10.1002/icd.2022   open full text
  • Parenting styles and home literacy opportunities: Associations with children's oral language skills.
    Gary E. Bingham, Hyun‐Joo Jeon, Kyong‐Ah Kwon, Chaehyun Lim.
    Infant and Child Development. February 01, 2017
    This study examined associations among parenting style, home literacy practices, and children's language skills. A total of 181 ethnically diverse parents, primarily African American, and their preschool‐aged child participated. Results suggest that an authoritative parenting style was positively associated with informal home literacy (book reading) practices and formal literacy (parental teaching) practices whereas an authoritarian parenting style was negatively associated with informal home literacy practices. Informal home literacy experience was positively and parents' teaching literacy was negatively related to children's oral language scores. In a mediational model, parents who were more likely to have authoritative parenting style provided their children with informal (reading) home literacy experiences, which in turn, was associated with children's oral language skill. Parent education was positively related to home literacy experiences and directly related to children's oral language skill. Findings suggest that researchers should acknowledge multiple aspects of parenting when considering relations among home literacy practices and children's language and literacy development. Highlights Parenting style is associated with parents' engagement in home literacy activities with children. The relation between parenting style and children's oral language skills is mediated by the home literacy environment. Parent education has a strong and direct impact on children's oral language skills.
    February 01, 2017   doi: 10.1002/icd.2020   open full text
  • Maternal guidance in at‐risk mother–child dyads: Associations with contextual variables.
    Ciara Briscoe, Dale M. Stack, Lisa A. Serbin, Jane E. Ledingham, Alex E. Schwartzman.
    Infant and Child Development. December 21, 2016
    The present study was designed to explore how maternal guidance (i.e., involvement and monitoring) is associated with parent‐level and contextual factors in unstructured and structured tasks. Participants were mothers who had histories of risk and disadvantage (mean age = 30.47) with their preschool‐aged children (aged 2–6 years; n males = 39, n females = 50). Maternal guidance was divided into two categories: directive (i.e., commands and command repetitions) and nondirective (i.e., queries, verbal prompts, and explanations). Results revealed that mothers with more directive guidance had higher levels of parental stress and higher levels of maternal childhood histories of social withdrawal. Furthermore, more nondirective maternal guidance was associated with higher quality of home environments. Taken together, results suggest that parenting practices are best understood in relation to contextual variables. Findings have implications for developing and implementing parenting interventions for at‐risk mothers. Highlights Explored the association between contextual factors (e.g., parent stress, home environment) and maternal guidance (mother's use of commands vs. hints or prompts). Maternal guidance was assessed observationally and commands were associated with more parental stress while hints were associated with a higher quality home environment. Understanding parents as a whole by exploring contextual factors, rather than through isolated parenting practices, may be beneficial in the application of future parenting interventions.
    December 21, 2016   doi: 10.1002/icd.2017   open full text
  • “I wish my people can be like the ducks”: Children's references to internal states with siblings and friends from early to middle childhood.
    Jamie Leach, Nina Howe, Ganie DeHart.
    Infant and Child Development. December 19, 2016
    The present study investigated children's internal state language during play with their sibling and friend across early and middle childhood. Specifically, the category type of internal state language (e.g., cognitions and goals), referent (e.g., own and other), and associations with children's birth order were examined. A total of 65 (T1: Time 1) and 46 (T2: Time 2) children were observed at age 4 and 3 years later when children were aged 7 with their sibling and with their friend in two separate play sessions at home. Videos were transcribed and coded for the frequency and category of internal state language. Children referenced cognitions more often with their sibling than friend at T2. Children's references to shared internal states (e.g., “we”) were more frequent at T2 than T1 across relationship contexts. Time effects were found when the category and referent of internal state language were cross‐tabulated (e.g., references to shared goals plus one's own cognitions were more characteristic at T2 than T1). Birth‐order effects were evident at T1 with younger children referencing goals and cognitions with their sibling more often than older children. Results provide new insight into children's use of internal state language across relationship contexts and developmental periods. Highlight The purpose of the present study was to compare children's category type and referent of internal state language across sibling and friend relationships and from early to middle childhood. Results demonstrated that children showed higher rates of cognitive terms at middle childhood, particularly with their sibling, and referred to shared internal states more at middle childhood than early childhood. Findings highlight the importance of considering social context and a longitudinal design when observing children's internal state language during play.
    December 19, 2016   doi: 10.1002/icd.2015   open full text
  • Identification of prenatal behavioral patterns of the gross motor movements within the early stages of fetal development.
    Elisabeth J.J.M. Merendonk, Jeroen J.W.M. Brouwers, Luc De Catte, Danielle Hasaerts, Maria W.G. Nijhuis‐van der Sanden, Eric Kerckhofs.
    Infant and Child Development. December 02, 2016
    Little is known about the manner in which motor behavior of the gross motor movements develops in early fetal period. Therefore, the goal of this study was to identify and classify the fetal distinct behavior patterns of the gross motor movements qualitatively in gestational weeks 10 through 17 (N = 69 fetuses). Using our unique Systematic Observation and Analysis Procedure based on conventional 2D ultrasound, we were able to identify the distinct behavior patterns with respect to the fetus' orientation (e.g., postural position and additional support by uterine wall) in real time and therefore distinguish 12 categories of behavioral patterns. The kappa coefficient for this procedure was 0.82, indicating high interobserver reliability. Interestingly, six of these 12 categories were not observed in gestational week 10–11, whereas all 12 movement categories were present in gestational week 16–17. Importantly, the occurrence of early development of gross motor control in utero emerges in the presence of dynamic and interactive environmental factors, providing new insights into the fundamental aspects of developmental motor behavior in the growing infant. Highlights We developed a system for real‐time monitoring of behavioral patterns of the gross motor movements with respect to the fetus' intrauterine orientation using a two‐step, non‐invasive observation protocol. Our monitoring system allowed us to detect twelve separate categories of distinct behavioral patterns of the gross motor movements in gestational week 10–17. Gross motor control develops in the early fetal period and is affected by the presence of dynamic and interactive environmental factors.
    December 02, 2016   doi: 10.1002/icd.2012   open full text
  • Categorical ERP repetition effects for human and furniture items in 7‐month‐old infants.
    Stefanie Peykarjou, Julia Wissner, Sabina Pauen.
    Infant and Child Development. December 02, 2016
    Behavioural and recent neural evidence indicates that young infants discriminate broad stimulus categories. However, little is known about the categorical perception of humans represented as full bodies with heads and their discrimination from inanimate objects. This study compares infants' brain processing of human and furniture pictures, probing infants' categorization skills with an event‐related potential (ERP) paradigm. Seven‐month‐old infants (n = 23) were tested in a rapid repetition ERP paradigm. Trials consisted of two consecutive stimuli: prime and target. Different ERP parameters (Nc, PSW) were compared across human and furniture items and for repeated and unrepeated categories. The PSW was consistently enhanced for unrepeated compared to repeated categories, thus indicating category discrimination. Nc amplitude was enhanced for furniture primes compared to human primes, but not for corresponding targets. In sum, these findings suggest that ERP rapid repetition studies are suitable for probing perceptual category discrimination in infancy. 7‐month‐olds discriminated between humans, presented as full body pictures, and furniture exemplars, but did not seem to prefer either of these categories. Highlights 7‐month‐olds' ability to categorize humans and furniture items was tested using rapid repetition ERPs. The PSW was enhanced for unrepeated categories, indicating broad categorization. The Nc, indicating neural attention, was not enhanced for humans compared to furniture items.
    December 02, 2016   doi: 10.1002/icd.2016   open full text
  • Cognitive biases among early adolescents with elevated symptoms of anxiety, depression, and co‐occurring symptoms of anxiety‐depression.
    Murray Weeks, Robert J. Coplan, Laura L. Ooi.
    Infant and Child Development. November 23, 2016
    Anxiety and depression are often highly correlated in adolescence, and cognitive biases are commonly associated with both types of symptoms. The purpose of this study was to examine cognitive biases in early adolescents showing: (a) elevated symptoms of anxiety; (b) elevated symptoms of depression; (c) elevated co‐occurring symptoms of anxiety and depression; and (d) neither elevated symptoms of anxiety nor depression (comparison group). In particular, we were interested in the extent to which certain cognitive biases showed symptom specificity. Participants were N = 686 10‐ to 14‐year‐olds, who provided self‐reports of anxiety, depression, and measures of cognitive biases. Four groups were created based on quartile cutoffs: anxious, depressed, anxious‐depressed, and comparison. Among the results from multivariate analysis of variance, the anxious group thought negative events were more costly as compared to the depressed group. In contrast, the depressed group was higher in terms of negative causal attributions, overgeneralizing, selective abstraction, and negative views of the self, world, and future. The anxious‐depressed group showed an overall more negative pattern of cognitive biases than all other groups. Symptoms of anxiety and depression are distinguishable in terms of certain cognitive biases, and the co‐occurrence of symptoms is indicative of a particularly negative pattern of thinking. These findings have implications for intervention programs that could target specific cognitive biases. Highlights Are distinct patterns of cognitive biases evident among early adolescents with symptoms of anxiety, symptoms of depression, and co‐occurring symptoms of anxiety and depression? We collected self reports of cognitive biases. We also collected self reports of anxiety, depression, and cognitive biases, and created the following groups: 1) anxious; 2) depressed; 3) anxious‐depressed; 4) comparison. Symptoms of anxiety and depression are distinguishable in terms of certain cognitive biases, and symptom co‐occurrence may indicate a particularly maladaptive pattern of thinking.
    November 23, 2016   doi: 10.1002/icd.2011   open full text
  • Mapping children's and adolescents' judgment rules for assessing the risk of disease transmission from sick friends.
    Victor Muñoz Marco, Samuel Cano Martil, Maria Teresa Munoz Sastre, Paul C. Sorum, Etienne Mullet.
    Infant and Child Development. November 17, 2016
    Knowing the way children and adolescents assess the risk of disease transmission is important because this kind of knowledge may allow health caregivers to better communicate with them. We had 587 students in Spain and France aged 7–16 judge the risk of disease transmission in 28 scenarios of students visiting a sick friend. The scenarios were composed according to a three within‐subject orthogonal design: type of contact (from no contact to prolonged close contact), type of disease (contagious vs. noncontagious), and number of contacts. Cluster analysis revealed six main clusters, labeled “Contagion can never been ruled out,” “Depends on type of physical contact,” “Depends on type of disease,” “Depends simultaneously on contact and disease,” “Depends conjunctively on contact and disease,” and “Categorical thinking.” The composition of these clusters depended strongly on age level. From a practical perspective, even 7‐year‐olds seem to be fully aware of the issue of contagion, although they overgeneralize the risk. As a result, progress in understanding might be best achieved through a process of unlearning rather than learning. Highlights We examined the way children and adolescents judge the risk of contagion. Five hundred eighty‐seven students aged 7–16 judged the risk of disease transmission in 28 scenarios of students visiting a sick friend that were composed according to a three within‐subject design: type of contact × type of disease × number of contacts. Six judgment rules were found. They were labeled “Contagion can never been ruled out,” “Depends on type of contact,” “Depends on type of disease,” “Depends simultaneously on contact and disease,” “Depends conjunctively on contact and disease,” and “Categorical thinking.” Even 7‐year‐olds seemed to be fully aware of the issue of contagion, although they overgeneralize the risk. As a result, progress in understanding might be best achieved through a process of unlearning rather than learning.
    November 17, 2016   doi: 10.1002/icd.2014   open full text
  • Racial/ethnic differences in kindergartners' reading and math skills: Parents' knowledge of children's development and home‐based activities as mediators.
    Susan Sonnenschein, Shuyan Sun.
    Infant and Child Development. November 16, 2016
    Despite the growing body of research on parents' beliefs and practices, relatively little is known about the relations between parents' knowledge of children's development, home‐based activities, and children's early reading and math skills. This study used data from the Early Childhood Longitudinal Study‐Birth Cohort to examine the differences in Asian, Black, Latino, and White children's early reading and math skills at kindergarten entry and whether parents' knowledge of children's development and home‐based activities mediate the relation. Parents' knowledge of children's development was assessed when children were 9 months. Home‐based activities, including home literacy and enrichment, were assessed when children were preschool age. Asian and White children started kindergarten with significantly higher reading and math scores than Black or Latino children. There also were significant differences across groups in the frequency of engagement in home literacy and enrichment activities. Associations between race/ethnicity and reading/math scores were mediated by parents' knowledge of children's development and home literacy activities. Discussion addresses the importance of parents' knowledge of educationally relevant activities and how to engage in such activities to foster children's reading and math skills and to close racial/ethnic gaps. Highlights This paper examined racial/ethnic difference in children's reading and math skills in kindergarten and explores whether parents' knowledge of children's development and home‐based activities mediate the relation between race/ethnicity and children's reading and math skills. By using data from the Early Childhood Longitudinal Study Birth Cohort, this study found that there were systematic racial/ethnic differences in parents' knowledge of children's development, home‐based activities, and children's reading and math skills at the start of kindergarten. Parents' knowledge of children's development and home‐based activities were found to mediate the association between race/ethnicity and children's reading and math skills for all groups.
    November 16, 2016   doi: 10.1002/icd.2010   open full text
  • Parental alcohol use, parenting, and child on‐time development.
    Katarina Guttmannova, Karl G. Hill, Jennifer A. Bailey, Lacey A. Hartigan, Candice M. Small, J. David Hawkins.
    Infant and Child Development. November 16, 2016
    This study examined whether parental alcohol use in adolescence, adulthood, and for mothers, during pregnancy, was related to their young children's functioning in terms of their on‐time development as indicated by the number of developmental areas in which children experienced delay. Observed parenting practices and family socioeconomic status were tested as potential explanatory mechanisms of these links. Data came from the surveys and videotaped observations of a community sample of 123 biological parents and their 1‐ to 5‐year‐old children followed longitudinally. Results suggest that the negative association between parental alcohol use and children's development operates primarily through fathers' alcohol use. Additionally, father's adolescent regular alcohol use predicted the family's low socioeconomic status, which in turn predicted less skilled maternal parenting practices and children's developmental delay. Highlights This study examined whether parental alcohol use in adolescence, adulthood, and, for moms, during pregnancy was related to their young childrens' functioning in terms of their developmental functioning. Observed parenting practices and family socioeconomic status were tested as potential explanatory mechanisms of these links. There was a negative association between parental alcohol use, and children's development operates primarily through fathers = 92 alcohol use. Additionally, father's adolescent regular alcohol use predicted the family's low SES, which in turn predicted less skilled maternal parenting practices and children's developmental delay. Findings highlight the importance of prevention and intervention efforts aimed at reducing alcohol misuse both in adolescence, even before the young people have children, and in young adulthood. Furthermore, prevention and treatment programs providing support and education in parenting skills to families with a history of alcohol misuse could show benefits across generations.
    November 16, 2016   doi: 10.1002/icd.2013   open full text
  • Predicting externalizing and prosocial behaviors in children from parental use of corporal punishment.
    Geneviève Piché, Christophe Huỳnh, Marie‐Ève Clément, Joan E. Durrant.
    Infant and Child Development. November 11, 2016
    This study examined whether parental corporal punishment (CP) was associated with children's externalizing and prosocial behaviors 2 years later. The potential moderating effects of child temperament, maternal depression, and parenting skills were explored. Also, exploratory analyses of these associations were conducted according to the children's gender. Data from the Quebec Longitudinal Study of Child Development (n = 1,686 children) were analyzed using ordinary least‐squares regression models. CP at 41 months was associated with boys' and girls' physical aggression and conduct problems at age five. Positive parenting skills moderated boys' conduct problems in the absence of CP. Parenting skills and maternal depressive symptoms moderated girls' prosocial behaviors in the absence of CP. Early experiences of CP are associated with negative developmental outcomes 2 years later. The implementation of parenting programs targeting a reduction in CP is recommended. Highlights Research question: Does spanking or hitting a child when he misbehaves influence children's externalizing and prosocial behaviors? Data from the Quebec Longitudinal Study of Child Development were analyzed. Early spanking or hitting was associated with boys' and girls' physical aggression and conduct problems at age 5. Early experiences of spanking and hitting are associated with negative developmental outcomes. The implementation of parenting programs targeting a reduction in these parenting practices is recommended.
    November 11, 2016   doi: 10.1002/icd.2006   open full text
  • Emotional functioning, ADHD symptoms, and peer problems: A longitudinal investigation of children age 6–9.5 years.
    Lisa B. Thorell, Douglas Sjöwall, Sofia Diamatopoulou, Ann‐Margret Rydell, Gunilla Bohlin.
    Infant and Child Development. November 09, 2016
    The aim of the present study was to investigate the interplay between attention deficit hyperactivity disorder (ADHD) symptoms and emotional functioning in relation to peer problems. Parent ratings of ADHD symptoms and regulation/reactivity with regard to four emotions (anger, sadness, fear, and happiness/exuberance) at age six were investigated in relation to sociometric peer nominations 3 years later in a non‐clinical sample (n = 91). Reactivity and regulation were only modestly correlated, and these two aspects of emotional functioning did not show the same relation to peer problems. The main finding was that, it was primarily children with high levels of ADHD symptoms in combination with either high dysregulation or low reactivity with regard to happiness/exuberance who received many negative peer nominations. In addition, high levels of ADHD symptoms in combination with high reactivity with regard to anger were associated with nominations of physical aggression. The modest relation between reactivity and regulation emphasizes the importance of separating these two constructs. The fact that it was primarily happiness/exuberance, as opposed to negative emotions, that was associated with negative peer nominations suggests that future studies are needed to clarify the role of specific emotions in relation to the functional impairments associated with ADHD symptoms. Highlights The present study aimed to investigate the interplay between ADHD symptoms and emotional functioning in relation to peer problems using a longitudinal design (age 6–9 years). Ratings of ADHD symptoms and emotional functioning were investigated in relation to sociometric peer nominations and results showed that it was primarily children with high levels of ADHD symptoms in combination with either high dysregulation or low reactivity with regard to happiness/exuberance who received many negative peer nominations. The fact that it was primarily happiness/exuberance, as opposed to negative emotions, that was associated with negative peer nominations suggests that future studies are needed to clarify the role of specific emotions in relation to the functional impairments associated with ADHD symptoms.
    November 09, 2016   doi: 10.1002/icd.2008   open full text
  • Family members' helping behavior: Alliance formations during naturalistic polyadic conflicts.
    Ryan J. Persram, Nina Howe, Sandra Della Porta, Hildy S. Ross.
    Infant and Child Development. November 07, 2016
    The present study investigated the role of alliances in naturalistic polyadic conflicts, which involved at least three family members, through a comparative analysis of parent–child‐ and sibling‐originated conflicts. Thirty‐nine families with two children (aged 4 and 6 years) were observed in the home setting. Transcripts of six 90‐min observational sessions per family resulted in identifying 306 polyadic family sequences; conflict initiators, topic, and resolution, as well as additional party roles (e.g., ally, judge, additional combatant, and mediator), were coded. Findings reveal that despite all family members being involved in polyadic conflicts, children tended to be initiators, while parents were more involved as additional parties. Alliances occurred more often than the other types of additional party roles. Alliance partnerships were most evident between mothers and fathers in parent–child‐originated conflicts, and mothers were more likely to ally with the younger child in sibling‐originated conflicts. Finally, submission was the most common resolution of polyadic conflicts; however, allies were more likely to win conflicts than to compromise or lose. This study highlights the dynamic nature of family conflict at home and is discussed in terms of links between relationships with family members, as well as informal learning of conflict behaviors. Highlights Conflicts involving three or more family members occurs quite often at home. Alliances are a common role that family members assume in conflict, as they try to achieve a favourable outcome for their side. Children's involvement both as initiators and additional parties highlight their learning of various complex conflict behaviours in childhood.
    November 07, 2016   doi: 10.1002/icd.2007   open full text
  • The role of fantasy–reality distinctions in preschoolers' learning from educational video.
    Rebekah A. Richert, Molly A. Schlesinger.
    Infant and Child Development. November 07, 2016
    The current study examined if preschoolers' understanding of fantasy and reality are related to their learning from educational videos. Forty‐nine 3‐ to 6‐year‐old children watched short clips of popular educational programs in which animated characters solved problems. Following video viewing, children attempted to solve real‐world problems analogous to the problems in the videos and were asked to describe similarities between the video problems and the problems they solved in the lab. Additionally, children were tested for their understanding of which aspects of the clips and characters were realistic and possible and which were fantastical and impossible in the real world. Children were most likely to transfer solutions from clips that had moderate elements of fantasy or incorporated fantastical elements at moments that were relevant to solving the problem. Additionally, children's understanding of which elements of the clips were fantastical was related to their transfer. Findings are discussed in terms of their implications for the role of the fantasy understanding in children's learning from media. Highlights Over the preschool years, children come to understand what aspects of animated programs are and are not possible in the real world. Preschoolers learn problem-solving skills from animated shows when they have a clear boundary between fantasy and reality. Engaging with moderate fantastical content in animated programs can support abstract thinking.
    November 07, 2016   doi: 10.1002/icd.2009   open full text
  • Associations between early maternal sensitivity and children's sleep throughout early childhood.
    Émilie Tétreault, Andrée‐Anne Bouvette‐Turcot, Annie Bernier, Heidi Bailey.
    Infant and Child Development. November 06, 2016
    Despite strong theoretical reasons to believe that the quality of parent–infant interactions should influence child sleep, the empirical evidence for links between maternal behavior and children's sleep is equivocal. Notably, it is unclear at which ages such influences might be particularly salient. The current study aimed to examine prospective longitudinal associations between early maternal sensitivity and children's sleep during early childhood. Maternal sensitivity was assessed at 12 months during a home visit. Children's sleep was measured at 12 and 18 months as well as at 2, 3, and 4 years, using a sleep diary completed by mothers. Results revealed significant or marginal positive associations between maternal sensitivity and children's sleep consolidation (percentage of nighttime sleep) at 2, 3, and 4 years, but not at the most proximal assessments of 12 and 18 months. These findings suggest that child age could potentially be a key factor in the associations between maternal behavior and children's sleep. Highlights Associations between three dimensions of early maternal sensitivity and children's sleep from 1 to 4 years of age were investigated. Maternal sensitivity was positively associated with children's sleep between 2 and 4 years, but not at 12 and 18 months. The results suggest that child age could be a key factor in the associations between maternal behavior and children's sleep.
    November 06, 2016   doi: 10.1002/icd.2004   open full text
  • Developmental differences in cognitive control of social information.
    Andrea Marotta, Maria Casagrande.
    Infant and Child Development. November 03, 2016
    We investigated developmental differences in the ability to exert cognitive control in the context of distracting spatial cues varying in social significance. Adults and children (6–13 years) were asked to classify target words (LEFT/RIGHT) that were accompanied by a distracter arrow or averted gaze pointing in a direction that was congruent, incongruent, or neutral (bar without arrowheads, central gaze) relative to the target word. Results showed that interference from averted eye‐gaze differed between adults and children indicating that cognitive control of social information improves with age. These age differences did not generalize to the interference effect from arrows. On the basis of these findings, it was concluded that adults are better at inhibiting and/or to ignore another person's distracting gaze than are children. Highlights We examined the developmental differences in the ability to exert cognitive control on social and non‐social directional information Evidence of age‐related differences in the inhibitory control of attention was only observed with social eye‐gaze distracters Inhibitory mechanisms of social attention continue to improve along development
    November 03, 2016   doi: 10.1002/icd.2005   open full text
  • Mother and child temperament as interacting correlates of parenting sense of competence in toddlerhood.
    Jessica S. Grady, Katherine Karraker.
    Infant and Child Development. August 30, 2016
    We examined mother and child temperament as correlates of mothers' perceptions of the parenting role and considered whether mother and child traits combine to relate to parenting beliefs. Participants were 107 mothers of 21‐ to 27‐month‐old toddlers (53 males). Mothers reported their own and their toddlers' temperament and their own parenting sense of competence. Consistent with past work, both maternal and child traits were independently associated with parenting sense of competence. Mother and child negative emotionality were associated with less parenting sense of competence, and child sociability was associated with more parenting sense of competence. Relations between child activity level and parenting beliefs were mixed, with child activity level associated with less efficacy, but more interest, in parenting. Some of the relations between child temperament and maternal parenting beliefs also varied depending on mothers' temperament. Child low negative emotionality and high sociability were associated with more parenting sense of competence only when mothers also shared these traits. Child shyness was associated with more parenting sense of competence only among mothers who were more sociable. Findings underscore the importance of considering parenting beliefs in the context of both mother and child temperament traits. Highlights We examined child and maternal traits in relation to parenting efficacy, satisfaction, and interest in mothers of toddlers. Child negativity, activity, sociability, and shyness were related to mothers' parenting beliefs, and some of these associations varied depending on mothers' temperament. Research that considers both mother and child traits in relation to parenting self‐perceptions may ultimately inform interventions to promote positive parenting beliefs and optimal child development.
    August 30, 2016   doi: 10.1002/icd.1997   open full text
  • Language learning from inconsistent input: Bilingual and monolingual toddlers compared.
    Elise Bree, Josje Verhagen, Annemarie Kerkhoff, Willemijn Doedens, Sharon Unsworth.
    Infant and Child Development. August 25, 2016
    This study examines novel language learning from inconsistent input in monolingual and bilingual toddlers. We predicted an advantage for the bilingual toddlers on the basis of the structural sensitivity hypothesis. Monolingual and bilingual 24‐month‐olds performed two novel language learning experiments. The first contained consistent input, and the second occasionally contained inconsistent input (i.e., “errors”). Neither group showed learning of the novel pattern in the consistent experiment. The bilingual toddlers, but not the monolinguals, showed learning in the inconsistent experiment, which suggests they are better at detecting regularities from inconsistent input than monolinguals. Highlights Language learning experiments consider consistent input, whereas inconsistent input is likely to occur in real life. Monolingual and bilingual toddlers' performance on a language learning task of non‐adjacent dependencies was assessed, using inconsistent input. The group of bilingual toddlers was able to find the language pattern despite the inconsistencies, whereas the group of monolingual toddlers was not.
    August 25, 2016   doi: 10.1002/icd.1996   open full text
  • The Moderation Role of Self‐perceived Maternal Empathy in Observed Mother–Child Collaborative Problem Solving.
    Ebenézer A. Oliveira, Emily A. Jackson.
    Infant and Child Development. July 13, 2016
    Based on L. S. Vygotsky's sociocultural theory, previous scaffolding studies have examined some factors associated with adjustment of parental support during collaborative problem solving. However, a factor that remains unexplored in the literature is the potential relationship between parental empathy and parental support in collaborative problem solving. The present study addresses this question through the observation of 45 preschool children and their mothers cooperating in a problem‐solving task with two levels of difficulty. Teachers rated the children's fine motor skills, and sampled mothers reported their empathy levels towards their children. Consistent with the notion of scaffolding, negative correlations were found between observed maternal verbal support (cognitive, autonomy, and emotional) and child age, and between observed maternal cognitive support and teacher reports of child motor skills. An analysis of covariance revealed significant empathy‐by‐difficulty interactions for physical and cognitive support after controlling for the effect of child motor skills. Implications of these findings are discussed in terms of the role of child motor skills and the importance of parental empathy in collaborative problem solving. Copyright © 2016 John Wiley & Sons, Ltd.
    July 13, 2016   doi: 10.1002/icd.1993   open full text
  • An Embodiment Perspective on Number–Space Mapping in 3.5‐Year‐Old Dutch Children.
    Jaccoline E. Noordende, M(Chiel). J. M. Volman, Paul P. M. Leseman, Evelyn H. Kroesbergen.
    Infant and Child Development. July 13, 2016
    Previous research suggests that block adding, subtracting and counting direction are early forms of number–space mapping. In this study, an embodiment perspective on these skills was taken. Embodiment theory assumes that cognition emerges through sensory–motor interaction with the environment. In line with this assumption, it was investigated if counting and adding/subtracting direction in young children is related to the hand they use during task performance. Forty‐eight 3.5‐year‐old children completed a block adding, subtracting and counting task. They had to add and remove a block from a row of three blocks and count a row of five blocks. Adding, subtracting and counting direction were related to the hand the children used for task performance. Most children who used their right hand added, removed and started counting the blocks at the right side of the row. Most children who used their left hand added, removed and started counting the blocks at the left side of the row. It can be concluded that number–space mapping, as measured by direction of adding, subtracting and counting blocks, in young children is embodied: It is not fixed, but is related to the situation. © 2016 The Authors Infant and Child Development Published by John Wiley & Sons, Ltd.
    July 13, 2016   doi: 10.1002/icd.1995   open full text
  • Genetic and Environmental Influences on the Development and Stability of Executive Functions in Children of Preschool Age: A Longitudinal Study of Japanese Twins.
    Keiko K. Fujisawa, Naoya Todo, Juko Ando.
    Infant and Child Development. July 05, 2016
    Executive functions (EF) are an important predictor of later adaptive development. A number of environmental influences, such as parenting, have been suggested as important promoters of EF development. However, behavioural genetic research has demonstrated that many environmental influences could be affected by genetic influences. Therefore, it is important to consider genetic variations when investigating environmental influences on EF development in children. To date, few studies have used genetically informative designs to assess the etiology of EF development during the preschool years, a period of rapid development. As a result, it remains unclear how and to what extent the environmental influences that are not confounded by genetic influences affect EF development during this developmental period. The present study explored EF development during the preschool years using a longitudinal and genetically informative design and a non‐Western population. Japanese twins were visited at their homes and individually tested on EF measures at 24, 36, and 48 months of age. Phenotypic correlations and confirmatory factor analyses suggested that EF are less cohesive at 24 months of age and emerge as a common single factor at 36 and 48 months. Additionally, longitudinal and multivariate behavioural genetic analyses indicated that the EF developmental change during this period is promoted by both shared and nonshared environmental influences as well as genetic influences, while EF stability is brought about by shared environments. The present findings elucidated the etiology of EF development during the preschool years and confirmed that this period is an important transitional stage for EF development. Copyright © 2016 John Wiley & Sons, Ltd.
    July 05, 2016   doi: 10.1002/icd.1994   open full text
  • The Maternal (Non) Responsiveness Questionnaire: Initial Factor Structure and Validation.
    Esther Leerkes, Jin Qu.
    Infant and Child Development. June 15, 2016
    The purpose of this paper was to examine the reliability, stability, and convergent and predictive validity of the newly developed Maternal Responsiveness Questionnaire (MRQ). Participants were 224 first‐time mothers. Mothers completed the MRQ when their infants were 6 and 14 months old. Convergent validity was examined in relation to mother‐reported personality, depressive symptoms, and emotion socialization practices and observed maternal sensitivity. Predictive validity was examined in relation to mother‐reported child behaviour problems and social competence, infant attachment security assessed via the Strange Situation, and observed child dysregulation. Three MRQ factors emerged based on exploratory factor analysis and were confirmed via confirmatory factor analysis: responsiveness, non‐responsiveness, and delayed responsiveness. All three scales demonstrated good internal consistency reliability and significant stability from 6 months to 14 months. Consistent evidence emerged for convergent and predictive validity of the non‐responsiveness subscale, but not the other subscales. The potential utility of the non‐responsiveness subscale of the MRQ is discussed. Copyright © 2016 John Wiley & Sons, Ltd.
    June 15, 2016   doi: 10.1002/icd.1992   open full text
  • Relationships among Negative Emotionality, Responsive Parenting and Early Socio‐cognitive Development in Korean Children.
    Kijoo Cha.
    Infant and Child Development. June 10, 2016
    The present study examined the interplay among negative emotionality, responsive parenting and socio‐cognitive developmental outcomes (i.e., communication, personal‐social and problem‐solving outcomes) in about 1620 Korean children using three waves of longitudinal data spanning the first 2 years of their life. Results from the Structural Equation Modeling (SEM) demonstrated that there were moderate to low degrees of stability in negative emotionality, responsive parenting and socio‐cognitive developmental outcomes from infancy to toddlerhood. Evidence for reciprocity in the parent–child relationship was found; responsive parenting predicted higher levels of subsequent child communication (in infancy and toddlerhood), and infants' higher problem‐solving ability predicted higher responsive parenting in toddlerhood. Overall, the cross‐age associations among the variables were similar between boys and girls, but some different patterns were observed: when controlling for family contextual factors and the within‐time correlations, negative emotionality at an earlier point significantly predicted lower responsive parenting at a later point and vice versa only in girls during infancy, but neither in boys nor in toddlerhood. The implications of these findings are discussed. Copyright © 2016 John Wiley & Sons, Ltd.
    June 10, 2016   doi: 10.1002/icd.1990   open full text
  • Maternal Childhood Sexual Trauma and Early Parenting: Prenatal and Postnatal Associations.
    B. J. Zvara, S. Meltzer‐Brody, W. R. Mills‐Koonce, M. Cox,.
    Infant and Child Development. June 10, 2016
    Existing research suggests that approximately 19% of females experience childhood sexual trauma (CST). Little is known, however, about the parenting behaviour of mothers who have experienced CST. Using propensity‐matched controls, the present study examines prenatal psychosocial distress, postnatal depressive symptomatology, and caregiving behaviours of women reporting CST at or before the age of 14. Data for these analyses were obtained from mother reports and from observational protocols from a longitudinal study of low‐income, rural families. Propensity score methodology was used to create a contrast group matched on family of origin variables in an effort to isolate and examine the long‐term associations of CST beyond the effects of other childhood adversities such as poverty. Study findings provide evidence that women with CST histories report greater prenatal psychosocial distress compared to women without trauma histories. Findings further provide evidence for a spillover process from prenatal distress to the broader caregiving system including less sensitive parenting through postnatal depressive symptoms for women with CST histories. These results highlight the importance of screening for CST and psychosocial distress and depression prenatally. Interventions for women with CST histories and directions for future study are proposed. Copyright © 2016 John Wiley & Sons, Ltd.
    June 10, 2016   doi: 10.1002/icd.1991   open full text
  • Development of Rigid Motion Perception in Response to Radially Expanding Optic Flow.
    Erika Izumi, Nobu Shirai, So Kanazawa, Masami K. Yamaguchi.
    Infant and Child Development. June 08, 2016
    A radially expanding flow with a linear positive speed gradient is perceived as a rigid object approaching the observer, whereas such a flow having no or a reduced speed gradient is perceived as a non‐rigid, two‐dimensionally deforming object (De Bruyn & Orban, 1990). We tested elementary school‐aged children (younger children, 6–9 years, and older children, 9–11 years) and adults (20–22 years) to examine the development of the perception of rigidity. The results suggest that the perception of rigidity in response to a radial flow pattern with a speed gradient is similar in older (but not younger) children and adults. The development of rigidity perception from a radial flow pattern may be related to the maturation of the dorsal and ventral visual pathways during the elementary school years. Copyright © 2016 John Wiley & Sons, Ltd.
    June 08, 2016   doi: 10.1002/icd.1989   open full text
  • Self‐Regulation: Relations with Theory of Mind and Social Behaviour.
    Irem Korucu, Bilge Selcuk, Mehmet Harma.
    Infant and Child Development. May 27, 2016
    It is argued that self‐regulation skill is necessary both for displaying constructive behaviour and for controlling negative social behaviour, and self‐regulation might affect social behaviours by increasing the ability to understand others' minds. In this research, in order to examine different aspects of self‐regulation and their similarities and differences in terms of their relations with other constructs, we focused on both effortful control and executive function and investigated their concurrent associations with socially competent and aggressive behaviours and theory of mind (ToM). The participants were 212 preschool children in Turkey. We assessed executive functions with behavioural measures and effortful control with mother reports. We used six tasks for comprehensive assessment of mental state understanding. Children's social competency and aggressive behaviour were assessed with teacher reports. Structural equation modelling results showed that when age and receptive language were controlled, ToM was significantly associated with social competence but not aggressive behaviour. Both effortful control and executive functions were significantly related to social competency and ToM; the pathways from each self‐regulation skill were similar in strength. ToM was linked with social competence, but it did not have a mediating role in the relations of self‐regulation with social competence. The findings highlighted the importance of self‐regulation for socio‐cognitive and social development in the preschool years. Copyright © 2016 John Wiley & Sons, Ltd.
    May 27, 2016   doi: 10.1002/icd.1988   open full text
  • Preferences for ‘Gender‐typed’ Toys in Boys and Girls Aged 9 to 32 Months.
    Brenda K. Todd, John A. Barry, Sara A. O. Thommessen.
    Infant and Child Development. May 24, 2016
    Many studies have found that a majority of boys and girls prefer to play with toys that are typed to their own gender but there is still uncertainty about the age at which such sex differences first appear, and under what conditions. Applying a standardized research protocol and using a selection of gender‐typed toys, we observed the toy preferences of boys and girls engaged in independent play in UK nurseries, without the presence of a parent. The 101 boys and girls fell into three age groups: 9 to 17 months, when infants can first demonstrate toy preferences in independent play (N = 40); 18 to 23 months, when critical advances in gender knowledge occur (N = 29); and 24 to 32 months, when knowledge becomes further established (N = 32). Stereotypical toy preferences were found for boys and girls in each of the age groups, demonstrating that sex differences in toy preference appear early in development. Both boys and girls showed a trend for an increasing preference with age for toys stereotyped for boys. Theoretical implications of the findings are discussed with regard to biological predispositions, cognitive development and environmental influences on toy preference. Copyright © 2016 John Wiley & Sons, Ltd.
    May 24, 2016   doi: 10.1002/icd.1986   open full text
  • Do Questions Get Infants Talking? Infant Vocal Responses to Questions and Declaratives in Maternal Speech.
    Melissa Reimchen, Melanie Soderstrom.
    Infant and Child Development. May 18, 2016
    Maternal questions play a crucial role in early language acquisition by virtue of their special grammatical, prosodic and lexical forms, and their abundance in the input. Infants are able to discriminate questions from other sentence types and produce rising intonations in their own requests. This study examined whether caregiver questions were related to the quantity of infant vocalizations. Thirty‐six infants aged 10 and 14 months participated in a laboratory play session with their mothers. In separate blocks, mothers were instructed to ask questions and to refrain from asking questions. Both block‐level and utterance‐level analyses found no evidence that maternal questions affected the amount of infant‐response vocalizations. Mothers of 14‐month‐olds (but not 10‐month‐olds) tended to repeat questions. Copyright © 2016 John Wiley & Sons, Ltd.
    May 18, 2016   doi: 10.1002/icd.1985   open full text
  • Empathy‐Related Responding in Chinese Toddlers: Factorial Structure and Cognitive Contributors.
    Heqing Huang, Yanjie Su, Jian Jin.
    Infant and Child Development. May 11, 2016
    The critical role of the second year of life in the development of empathy is well accepted by psychologists. However, the developmental trends of the different components of empathy and the potential factors underlying these components during this critical period remain unclear. Eighty‐four Chinese toddlers in the second year of life participated in the present study. Empathy‐related responses were observed during three simulated procedures performed by each child's primary caregiver, the experimenter and a baby doll. An exploratory factor analysis was used to identify the different components of empathy. The shared representation of the self and others was measured using the Tasks for the Observation of Self‐Concept, self/other awareness was measured with a series of mirror tests and inhibitory control was measured using the Cylinder Inhibitory Control Task. The results showed that the empathy of Chinese toddlers contains three factors: sympathy, personal distress and orientation. Potential cognitive factors contribute to the different components of empathy through both independent and joint effects. © 2016 The Authors Infant and Child Development Published by John Wiley & Sons, Ltd.
    May 11, 2016   doi: 10.1002/icd.1983   open full text
  • Constructing Interaction: The Development of Gaze Dynamics.
    Iris Nomikou, Giuseppe Leonardi, Karharina J. Rohlfing, Joanna Rączaszek‐Leonardi.
    Infant and Child Development. May 11, 2016
    Gaze is one of the first and most important means of communication and coordination in parent–infant dyads. In the present paper we used a novel method, designed to discover patterns in time‐series, to investigate the dynamics of gaze in dyads and its developmental change. Using a longitudinal corpus of natural interactions, mutual mother–infant gaze was coded when the infants were 3, 6, and 8 months old and subjected to recurrence analysis. The cross‐recurrence profiles obtained for the three time points show systematic differences: While the engagement in mutual gaze decreases with age, the behaviour becomes more tightly coupled as a more regular temporal structure emerges. We suggest that this stronger interdependency of gaze behaviour may indicate the development of a social feedback loop enabling engagement in interaction. Copyright © 2016 John Wiley & Sons, Ltd.
    May 11, 2016   doi: 10.1002/icd.1975   open full text
  • Developmental Risk and Goodness of Fit in the Mother–Child Relationship: Links to Parenting Stress and Children's Behaviour Problems.
    Rebecca P. Newland, Keith A. Crnic.
    Infant and Child Development. May 10, 2016
    Despite the compelling nature of goodness of fit, empirical support has lagged for this construct. The present study examined an interactional approach to measuring goodness of fit and prospectively explored associations with mother–child relationship quality, child behaviour problems and parenting stress across the preschool period. In addition, as goodness of fit might be particularly important for children at developmental risk, the presence of early developmental delay was considered as a moderator of goodness‐of‐fit processes. Children with (n = 110) and without (n = 137) developmental delays and their mothers were coded while interacting in the lab at child age 36 months and during naturalistic home observations at child ages 36 and 48 months. Mothers also completed questionnaires at child age 60 months. Results highlight the effects of child developmental risk as a moderator of mother–child goodness‐of‐fit processes across the preschool period. There was also evidence that the goodness of fit between maternal scaffolding and child activity level at 36 months influenced both mother and child functioning at 60 months. Findings call for more precise models and expanded developmental perspectives to fully capture the transactional and dynamic nature of goodness of fit. Copyright © 2016 John Wiley & Sons, Ltd.
    May 10, 2016   doi: 10.1002/icd.1980   open full text
  • Maternal Emotion Socialization, Depressive Symptoms and Child Emotion Regulation: Child Emotionality as a Moderator.
    Qiong Wu, Xin Feng, Emma Hooper, Seulki Ku.
    Infant and Child Development. May 04, 2016
    This study tested a model of children's emotionality as a moderator of the links between maternal emotion socialization and depressive symptoms and child emotion regulation. Participants were 128 mother–preschooler dyads. Child emotion expression and emotion regulation strategies were assessed observationally during a disappointment task, and a principal component analysis revealed three factors: passive soothing (including sadness and comfort seeking), negative focus on distress (including anger, focus on distress and low active distraction) and positive engagement (including positive emotion, active play and passive waiting, which was loaded negatively). Hierarchical linear regression models revealed that child positive emotionality (PE) and negative emotionality (NE) moderated the links between maternal support/positive emotion expression and child emotion regulation strategies. In particular, children's low PE exacerbated the association between lack of maternal support and child passive soothing, whereas high PE enhanced the association between maternal positive expression and reduced negative focus on distress. Furthermore, the associations of mothers' support and reduced passive soothing and negative focus on distress, as well as the association between mothers' positive expression and child positive engagement, were stronger for children with low levels of NE, compared with those with average and high levels of NE. Findings partially support a diathesis–stress model in understanding the effects of both child characteristics and the familial influence on child emotion regulation. Copyright © 2016 John Wiley & Sons, Ltd.
    May 04, 2016   doi: 10.1002/icd.1979   open full text
  • More than Just the Breadwinner: The Effects of Fathers' Parenting Stress on Children's Language and Cognitive Development.
    Tamesha Harewood, Claire D. Vallotton, Holly Brophy‐Herb.
    Infant and Child Development. May 04, 2016
    Despite numerous studies on parenting stress suggesting negative influences on parent–child interactions and children's development, the majority of these studies focus on mothers' parenting stress with little or no acknowledgement of fathers. Using data from the National Early Head Start Research and Evaluation Project, this study examined (i) the effects of fathers' parenting stress during toddlerhood on children's language and cognitive outcomes when children are 3 years old (ii) whether the effects of fathers' parenting stress on children's language and cognitive development vary by child gender? Results from mixed linear models showed fathers' parenting stress predicted children's lower cognitive scores, but there were no gender differences in the effects of fathers' parenting stress on children's cognitive outcomes. In the language domain, boys, not girls, were found to be more susceptible to the effects of fathers' parenting stress. These findings indicated that fathers, in addition to mothers, should be included in early parenting research and interventions. Copyright © 2016 John Wiley & Sons, Ltd.
    May 04, 2016   doi: 10.1002/icd.1984   open full text
  • Parental Guidance and Children's Executive Function: Working Memory and Planning as Moderators During Joint Problem‐Solving.
    Sarah H. Eason, Geetha B. Ramani.
    Infant and Child Development. May 04, 2016
    Cognitive aspects of children's executive function (EF) were examined as moderators of the effectiveness of parental guidance on children's learning. Thirty‐two 5‐year‐old children and their parents were observed during joint problem‐solving. Forms of guidance geared towards cognitive assistance were coded as directive or elaborative, and children's responses were recorded. Children were then assessed on an independent version of the same task. A parent‐rated composite of working memory and planning was used as a measure of EF. Directive guidance by parents was associated with more child errors during the joint activity, whereas elaborative guidance was associated with better performance. Parent‐rated EF moderated the relation, such that the relation between elaborative guidance and better performance was only significant for children with low EF. During the independent task, EF again moderated the relation between parent guidance and children's performance, such that children with low EF did worse when parents had provided more directive guidance; for children with high EF, directive guidance was associated with better independent performance. These findings suggest that the extent to which children's performance relates to different forms of parents' guidance varies, and elaborative assistance may be more helpful for children with low EF. Copyright © 2016 John Wiley & Sons, Ltd.
    May 04, 2016   doi: 10.1002/icd.1982   open full text
  • Coordination of Emotions in Mother–Infant Dialogues.
    Theano S. Kokkinaki, V.G.S. Vasdekis, Zaharenia E. Koufaki, Colwyn B. Trevarthen.
    Infant and Child Development. April 25, 2016
    Eleven infant–mother dyads in Crete were videod during spontaneous interactions at home, from the second to the sixth month of life. Micro‐analysis was used to investigate‘coordination'and ‘non‐matching’ of facial expressions of emotion. ‘Emotional coordination’ was evaluated with four measures: matching of facial expressions, completion when one responded to the other with ‘pleasure’ or ‘interest’, synchrony by matching frequency of change or rhythm of emotional expressions, and attunement when shifts of emotional intensity of the two partners were in the same direction.‘Emotional non‐matching'was coded when neither the infant nor the mother showed interest in interacting with the other. In emotional coordination or non‐matching between mother and infant, who performed first was also recorded. We obtained evidence of emotional matching, synchrony, and attunement. Importantly, the probability of emotional non‐matching by the infant was higher than the probability of emotional matching and completion, indicating a tendency for thoughtful attention or playful rivalry in the responses of infants, who also initiated emotional matching, completion, and non‐matching more frequently than mothers. The probability of expression of emotional matching, completion, and non‐matching changed with age. Both mothers and infants act to obtain sympathetic complementarity of feelings and co‐operative inter‐synchrony of actions. Copyright © 2016 John Wiley & Sons, Ltd.
    April 25, 2016   doi: 10.1002/icd.1973   open full text
  • Effect of Maternal Responsiveness on Young Infants' Social Bidding‐Like Behavior during the Still Face Task.
    Ann E. Bigelow, Michelle Power.
    Infant and Child Development. April 21, 2016
    The effect of maternal responsiveness on infants' emergence of social bidding‐like behavior during the Still Face Task was examined longitudinally at the infant ages of one week, one month, two months, and three months. Infants' social behaviors of smiling or making non‐distress vocalizations while looking at the mother during the still face phase significantly increased when infants were two months of age. These social bidding‐like behaviors at two and three months correlated with maternal responsiveness in the initial interactive phase of the Still Face Task on the concurrent and previous visits and with infants' positive social behaviors in the initial interactive phase at two and three months. Regression analyses indicate that maternal vocal responsiveness on the concurrent visit was the sole predictor of infants' social bidding‐like behavior at two months and was the major predictor of such infant behavior at three months. Maternal responsiveness enhances infants' awareness that they are effective agents in instigating social interaction, as suggested by infants' social behaviors toward their mothers when the mothers are unresponsive. This awareness is present by the infant age of two months. Copyright © 2016 John Wiley & Sons, Ltd.
    April 21, 2016   doi: 10.1002/icd.1974   open full text
  • Mothers' Reactions to Preschoolers' Proactive and Reactive Aggressive Behaviours.
    Sevgi Bayram Özdemir, Charissa S. L. Cheah.
    Infant and Child Development. April 13, 2016
    The present study was designed to examine mothers' emotional reactions, causal attributions, and socialization strategies in response to preschool children's engagement in proactive and reactive physical aggression with peers during free play at school. Participants were 84 mothers (Mage = 31.83, SD = 4.48) with preschool‐aged children (Mage = 4.92, SD = 0. 97), residing in Ankara, Turkey. Supporting our expectations, mothers reacted with negative emotions to both functions of aggressive behaviours, with less anxiety, disappointment, embarrassment, and guilt for reactive aggression. They also believed that reactive aggression is more contextually dependent and intentional and reported more indirect (e.g., asking the child, teacher, or other children to find out more about the situation and aggressive episode) and other‐oriented strategies (e.g., telling the other child to behave properly) to address these behaviours. Overall, our findings suggest that Turkish mothers' feelings, perceptions, and socialization approaches to childhood aggression vary depending on the functions of aggression, and mothers perceive preschool‐aged children's engagement in reactive aggression in the school setting as relatively more acceptable than proactive aggression. Copyright © 2016 John Wiley & Sons, Ltd.
    April 13, 2016   doi: 10.1002/icd.1972   open full text
  • Assessing Biobehavioural Self‐Regulation and Coregulation in Early Childhood: The Parent‐Child Challenge Task.
    Erika Lunkenheimer, Christine J. Kemp, Rachel G. Lucas‐Thompson, Pamela M. Cole, Erin C. Albrecht.
    Infant and Child Development. April 05, 2016
    Researchers have argued for more dynamic and contextually relevant measures of regulatory processes in interpersonal interactions. In response, we introduce and examine the effectiveness of a new task, the Parent–Child Challenge Task, designed to assess the self‐regulation and coregulation of affect, goal‐directed behaviour, and physiology in parents and their preschoolers in response to an experimental perturbation. Concurrent and predictive validity was examined via relations with children's externalizing behaviours. Mothers used only their words to guide their 3‐year‐old children to complete increasingly difficult puzzles in order to win a prize (N = 96). A challenge condition was initiated midway through the task with a newly introduced time limit. The challenge produced decreases in parental teaching and dyadic behavioural variability and increases in child negative affect and dyadic affective variability, measured by dynamic systems‐based methods. Children rated lower on externalizing showed respiratory sinus arrhythmia (RSA) suppression in response to challenge, whereas those rated higher on externalizing showed RSA augmentation. Additionally, select task changes in affect, behaviour, and physiology predicted teacher‐rated externalizing behaviours four months later. Findings indicate that the Parent–Child Challenge Task was effective in producing regulatory changes and suggest its utility in assessing biobehavioural self‐regulation and coregulation in parents and their preschoolers. Copyright © 2016 John Wiley & Sons, Ltd.
    April 05, 2016   doi: 10.1002/icd.1965   open full text
  • The Detection of Prosocial Lying by Children.
    Michelle Eskritt, Kang Lee.
    Infant and Child Development. April 05, 2016
    The purpose of the present study was to explore the detection of prosocial lying in children. Six‐ to 11‐year‐olds and adults were videotaped telling the truth or a lie about the desirability of an object, sometimes being asked a follow‐up question (i.e., elaborative trials) and other times not (i.e., regular trials). A different group of adults and children then judged the veracity of the individuals' statements in the video clips. Adults and children performed significantly better than chance at detecting lies in the youngest age group, and children's detection performance was unrelated to their age. Child lie detectors, unlike the adults, were also able to discriminate between adults' truthful and untruthful statements in the regular trials, but misidentified adults' truthful responses as lies. They appeared to be more trusting of other children. Copyright © 2016 John Wiley & Sons, Ltd.
    April 05, 2016   doi: 10.1002/icd.1969   open full text
  • Parents' Estimations of Preschoolers' Number Skills Relate to at‐Home Number‐Related Activity Engagement.
    Erica L. Zippert, Geetha B. Ramani.
    Infant and Child Development. March 31, 2016
    According to Hunt's match hypothesis, the accuracy of parents' beliefs about their children's abilities can influence the nature of the early learning experiences they provide. The present study examined the accuracy of parents' beliefs about their preschoolers' number development and relations to parent‐reported frequency of engaging children in number related experiences at home. Parents reported engaging their preschoolers more frequently in conventional numeracy activities, (i.e. counting and identifying numbers) than advanced number‐related activities (e.g. arithmetic) at home, though the frequency of advanced activities increased with the development of children's advanced number skills. Parents were most uncertain about their children's advanced number skills, though they demonstrated an overall tendency to overestimate their children's abilities across number tasks. Increased rates of overestimation and decreased rates of underestimation were associated with increased incidences of advanced activity engagement at home. Thus, results suggest guiding parents to understand their own children's numerical understanding in a wide range of number domains could promote more advanced at‐home number‐related activity engagement. Copyright © 2016 John Wiley & Sons, Ltd.
    March 31, 2016   doi: 10.1002/icd.1968   open full text
  • Maternal Emotion Socialization and the Development of Inhibitory Control in an Emotional Condition.
    Sarah Kahle, Jessica S. Grady, Jonas G. Miller, Monica Lopez, Paul D. Hastings.
    Infant and Child Development. March 31, 2016
    Although several studies have implicated parental socialization in children's development of multiple executive functions, little is known about how parenting may predict inhibitory control when emotion is involved. In this study, 42 children completed two tasks with their mothers at 3.5 years. Maternal emotion language was coded during a storybook task, and maternal scaffolding was coded during a puzzle task. At 3.5 and 4 years, children's inhibitory control was assessed with Day–Night and Happy–Sad card games, Stroop‐like tasks that differ in that the latter contains emotion content. Accuracy and latency on Happy–Sad were predicted by maternal emotion language but not scaffolding. In contrast, latency on Day–Night was predicted by scaffolding but not emotion language. This shows context‐specificity in the links between parenting and cognitive control, such that emotion socialization predicted children's performance in an emotional context only, while more general scaffolding behaviours predicted inhibitory control in the non‐emotional condition. Copyright © 2016 John Wiley & Sons, Ltd.
    March 31, 2016   doi: 10.1002/icd.1970   open full text
  • Marital Status, Home Environments, and Family Strain: Complex Effects on Preschool Children's School Readiness Skills.
    SeungHee Claire Son, Mieko Fuse Peterson.
    Infant and Child Development. March 30, 2016
    The current study examined the complex associations among marital status, home environments, and family strain (i.e. income, maternal depressive symptoms, social support, and parenting stress), as they predict preschool children's pre‐academic and social skills at 36 and 54 months. Findings from the NICHD Study of Early Child Care and Youth Development (N = 897) showed that the home learning environment, which was significantly lower among single‐parent families, worked as a mediator to explain the relationship between single‐parent families and children's pre‐academic skills at 36 and 54 months. Additionally, parenting stress, which was significantly higher among single‐parent families, worked as a mediator to explain the relationship between single status and the home learning environment. Finally, moderation analyses showed that family income is important for improving the home social environment, and the home social environment is strongly associated with children's social skills in single‐parent families, but not in cohabiting families. Copyright © 2016 John Wiley & Sons, Ltd.
    March 30, 2016   doi: 10.1002/icd.1967   open full text
  • Children's Moods, Fears and Worries Questionnaire: Validity with Young Children at Risk for Internalizing Problems.
    Megan Antonucci, Jordana K. Bayer.
    Infant and Child Development. March 14, 2016
    This study tested psychometric properties of the Children's Moods, Fears and Worries Questionnaire (CMFWQ) with a population sample of children at risk for developing internalizing problems. The CMFWQ was completed by 489 parents of 5‐year‐old children who had been screened for temperamental inhibition in preschools across eight government areas of Melbourne, Australia. Parents also completed the Strengths and Difficulties Questionnaire (SDQ) and Anxiety Diagnostic Interview Schedule (ADIS‐P‐IV). In this inhibited sample of children, the CMFWQ showed high internal consistency of items (α = .95). The CMFWQ demonstrated convergent validity with the SDQ ‘emotional symptoms’ subscale and discriminant validity with the ‘conduct problems’ subscale. Supporting criterion validity, the CMFWQ significantly distinguished between groups of inhibited children with versus without ADIS anxiety disorders. Psychometric properties of the CMFWQ now extend to young inhibited children who are at risk for developing internalizing problems as they grow. Copyright © 2016 John Wiley & Sons, Ltd.
    March 14, 2016   doi: 10.1002/icd.1966   open full text
  • Young Children's Reports of When Events Occurred: Do Event Type and Assessment Method Matter?
    Connie M. Tang, Sarah Dickey, Dana Samuelsen.
    Infant and Child Development. February 24, 2016
    Studying young children's reporting about when various events occurred informs about the development of episodic memory and metacognition. In two experiments, 55 3‐ to 5‐year‐old children participated in two activity sessions, a week apart. During the activity sessions, they learned novel animal facts and body movements, and they coloured animal pictures and posed for body movement photos. Immediately after the second activity session, children were interviewed about when they experienced the various events. Overall, children were as accurate about learning events as physical events, but they were more accurate when asked temporal distance (e.g. ‘Which did you learn a longer time ago, “X” or “Y”?’) than temporal location questions (e.g. ‘Which did you learn before today, “X” or “Y”?’). The results suggest that young children's apparent difficulty recognizing new learning is not due to a rapid ‘remember‐to‐know shift’. Rather, the way we ask young children about when they experienced various events determines their accuracy. Copyright © 2016 John Wiley & Sons, Ltd.
    February 24, 2016   doi: 10.1002/icd.1963   open full text
  • Pregnancy Plans of First‐time Mothers and Their Children's Outcomes: An Examination of Mechanisms.
    Amy M. Claridge.
    Infant and Child Development. February 09, 2016
    Unintended pregnancy is prevalent in the United States and has been linked to challenges for both mothers and their children over time. However, studies have not yet identified mechanisms through which pregnancy intention is associated with children's outcomes. Identification of mechanisms among families at risk for negative outcomes will inform early clinical intervention. This current study examined the association between mothers' pregnancy plans reported during pregnancy and children's externalizing, internalizing, dysregulation, and social–emotional competence outcomes at 3 years old among an at‐risk sample of 682 first‐time mothers from the Predicting and Preventing Neglect in Teen Mothers Study. Further, this study identified mechanisms in the association that can be targeted in clinical intervention. Mediation analyses revealed that mothers' parenting stress when children were 24 months old served as a mechanism in the association between unplanned pregnancy and children's low social–emotional competence at 36 months. Implications for research and clinical practice are discussed. Specifically, early intervention with mothers experiencing unplanned pregnancies may help to promote healthy outcomes among their children over time. Copyright © 2016 John Wiley & Sons, Ltd.
    February 09, 2016   doi: 10.1002/icd.1962   open full text
  • Maternal Responsive–didactic Caregiving in Play Interactions with 10‐month‐olds and Cognitive Development at 18 months.
    Roni Mermelshtine, Jacqueline Barnes.
    Infant and Child Development. February 05, 2016
    Maternal responsive–didactic caregiving (RDC) and infant advanced object play were investigated in a sample of 400 mothers and their 10‐month‐old infants during video‐recorded semi‐structured play interactions. Three maternal behaviours: contingent response, cognitively stimulating language and autonomy‐promoting speech were coded and infant object play. Factor analysis confirmed the three maternal behaviours loaded onto one underlying factor, labelled RDC. Based on ecological and transactional theories of development, associations between RDC and infant (advanced object play), maternal (age, education, ethnicity and first language) and family (size and home adversity) factors were investigated. Multiple regressions (1) explored the predictors of maternal RDC and (2) tested the possible role of maternal RDC in predicting infant intellectual development at 18 months. At 10 months, infants showing higher levels of play maturity experienced more maternal responsive and didactic feedback. All mother and family characteristics predicted variations in maternal RDC. Predicting 18‐month cognitive development, RDC had significant effect over and above maternal education, home adversity and infant play. Mother's first language remained significant, reflecting that RDC, in this investigation, relies heavily on language input. The findings highlight the importance of both contingent response and didactic contributions in interactions to subsequent cognitive development as early as the first year. Copyright © 2016 John Wiley & Sons, Ltd.
    February 05, 2016   doi: 10.1002/icd.1961   open full text
  • Comparing Fathers' Physical and Toy Play and Links to Child Behaviour: An Exploratory Study.
    Jennifer St George, Richard Fletcher, Kerrin Palazzi.
    Infant and Child Development. January 21, 2016
    Increasing amounts of research show that fathers' involvement in children's lives contributes to the child's social, emotional and cognitive development; however, much of the evidence comes from fathers' caregiving and object play. This exploratory study compared the characteristics of 24 Australian fathers' play in two contexts – toy play and physical play – and examined the association of these play contexts with children's development. Correlational analyses revealed few conceptual similarities between toy play and physical play (rough‐and‐tumble). Rough‐and‐tumble quality was associated with children's emotional and behavioural functioning and self‐regulation, while intrusiveness in toy play related only to self‐regulation. The findings are discussed in terms of widening the conceptual and methodological reach of fathering measures in order to better capture the range of fathers' parenting behaviours and to be able to determine mechanisms of influence. Copyright © 2016 John Wiley & Sons, Ltd.
    January 21, 2016   doi: 10.1002/icd.1958   open full text
  • Young Deceivers: Executive Functioning and Antisocial Lie‐telling in Preschool Aged Children.
    Shanna Williams, Karissa Leduc, Angela Crossman, Victoria Talwar.
    Infant and Child Development. January 11, 2016
    The present study examined the emergence of antisocial lie‐telling in very young children. Lie‐telling was studied in relation to executive functioning skills and children's abilities to identify both truths and lies. A total of 65 children (Mage in months = 31.75, SD = 1.87) participated in a modified temptation resistance paradigm (TRP; designed to elicit spontaneous lies). Executive functioning was measured through an inhibitory control task and a forward search planning task. The Truth/Lie Identification task was administered (Lyon, Carrick, & Quas, ) to measure children's abilities to accurately distinguish truths and lies. During the TRP, a total of 89.23% children peeked at the toy when a research assistant left the room, and of those children, 29.31% lied to the research assistant. Significant differences on executive functioning measures were found between lie‐tellers and confessors, as well as for the Truth/Lie Identification task. Lie‐tellers had higher scores on measures of inhibitory control and forward search planning. Lie‐tellers also had higher accuracy on the Truth/Lie Identification task than confessors. This study provides a unique contribution to the literature by examining 2.5‐year‐old children's emerging lie‐telling abilities, a relatively understudied age during which fledgling lie‐telling emerges. Copyright © 2016 John Wiley & Sons, Ltd.
    January 11, 2016   doi: 10.1002/icd.1956   open full text
  • Social Competence at the Playground: Preschoolers During Recess.
    Guida Veiga, Wendy Leng, Ricardo Cachucho, Lizet Ketelaar, Joost N. Kok, Arno Knobbe, Carlos Neto, Carolien Rieffe.
    Infant and Child Development. January 05, 2016
    Social interactions at the playground have been represented as a rich learning opportunity to hone and master social skills at preschool years. Specifically, all forms of social play (fantasy, role, exercise or rough‐and‐tumble) have been related to children's social competence. The main goal of this study was to examine whether it is a certain kind of social play which facilitates the development of social competence, or if it is just the opportunity for interacting during recess that provides children with an optimal environment for social learning. A total of 73 preschoolers (4–6 years old) were videotaped at the school's playground. Teachers provided assessments of children's social competence. Children's interactions at the playground were assessed through an innovative measuring method, based on radio‐frequency identification devices. The results showed a positive association between exercise play and children's social competence. In contrast with the literature, both forms of pretend play, fantasy and role play were unrelated to children's social competence. Smaller peer groups and longer interactions also demonstrated a positive association with these preschoolers' social competence. The study shows the importance of outdoor physical play for preschoolers' social success. Moreover, the study suggests that the environment in which children play has an important effect on the adaptive nature of their play. Copyright © 2016 John Wiley & Sons, Ltd.
    January 05, 2016   doi: 10.1002/icd.1957   open full text
  • Discrimination of Lexical Tones in the First Year of Life.
    Ao Chen, René Kager.
    Infant and Child Development. December 16, 2015
    In the current study, we examined the developmental course of the perception of non‐native tonal contrast. We tested 4, 6 and 12‐month‐old Dutch infants on their discrimination of Chinese low‐rising tone and low‐dipping tone using the visual fixation paradigm. The infants were tested in two conditions that differed in terms of degree of variability. The 4‐month‐olds did not show discrimination effect in either condition. The 6‐ and 12‐month‐old infants, however, discriminated the tones in both conditions. The improvement of perception might be the result of cognitive development carried over from learning the native phonology. Infants can become better listeners in general in the first year of life, as well as get cognitively better equipped in dealing with the variable input in speech in general. Copyright © 2015 John Wiley & Sons, Ltd.
    December 16, 2015   doi: 10.1002/icd.1944   open full text
  • Emotion Regulation in At‐Risk Preschoolers: Longitudinal Associations and Influences of Maternal Histories of Risk.
    Elana G. August, Dale M. Stack, Alexa Martin‐Storey, Lisa A. Serbin, Jane Ledingham, Alex E. Schwartzman.
    Infant and Child Development. December 08, 2015
    Emotion regulation is a key challenge of early childhood. The present study examined emotion regulation behaviour longitudinally from infancy to preschool. The continuity of emotion regulation was explored within the larger ecological context of maternal childhood histories of aggression and social withdrawal and maternal use of constructive and non‐constructive behaviours. Forty‐five mothers with childhood histories of aggression or social withdrawal from the Concordia Longitudinal Risk Project, a prospective, longitudinal, intergenerational study, participated with their preschool children. Infants' emotion regulation behaviour was observed during interactions with their mothers when they were 5½ months of age. Emotion regulation in these same children as preschoolers was coded during an interference task using the Preschooler Self‐Regulatory Scheme. Longitudinal findings demonstrated continuity in children's use of emotion regulation behaviours from infancy to preschool. Higher maternal childhood histories of risk, specifically social withdrawal, contributed to the prediction of preschoolers' increased attention‐seeking behaviours. Mothers' use of non‐constructive verbalizations predicted more maladaptive styles of emotion regulation in their preschoolers. The findings highlight the importance of helping children develop adaptive emotion regulation skills from a young age and have implications for the design of preventive intervention programmes to help parents foster children's emotion regulation abilities. Copyright © 2015 John Wiley & Sons, Ltd.
    December 08, 2015   doi: 10.1002/icd.1954   open full text
  • The Effect of Maltreatment Type on Adolescent Executive Functioning and Inner Speech.
    Mimi Kirke‐Smith, Lucy A. Henry, David Messer.
    Infant and Child Development. December 07, 2015
    There are indications that different types of maltreatment can lead to different cognitive and behavioural outcomes. This study investigated whether maltreatment type was related to executive functioning (EF) abilities and the use of inner speech. Forty maltreated adolescents and a comparison group of 40 non‐maltreated typically developing adolescents completed a battery of tasks designed to assess both their EF abilities and their vulnerability to disruptions to inner speech. They also completed an IQ test. Multivariate analysis of covariance (MANCOVA) and ANCOVA analyses were carried out to examine potential effects of maltreatment type (abuse alone; neglect alone; abuse/neglect combined and no maltreatment) on EF and use of inner speech. Maltreatment type was related to EF abilities. In particular, abuse only and abuse/neglect combined had a greater negative impact on EF than neglect only. However, the neglect alone group was more vulnerable to disruptions to inner speech than the other two maltreatment groups, suggesting that they may be more reliant on the use of inner speech. These findings provide new insights into the differential impact of maltreatment type on EF and the use of inner speech in adolescence and could be used to improve the educational outcomes of these vulnerable young people. Copyright © 2015 John Wiley & Sons, Ltd.
    December 07, 2015   doi: 10.1002/icd.1951   open full text
  • Timing of Early Maternal Mental Health and Child Cortisol Regulation.
    Mervi Vänskä, Raija‐Leena Punamäki, Jallu Lindblom, Asko Tolvanen, Marjo Flykt, Leila Unkila‐Kallio, Maija Tulppala, Aila Tiitinen.
    Infant and Child Development. December 07, 2015
    Maternal mental health problems can negatively impact children's physiological stress regulation. Yet, little is known of their long‐term effects, especially related to the timing of maternal symptoms. We examined how maternal mental health problems during pregnancy versus in the early postpartum period predict children's cortisol levels and diurnal patterns at 10–12 years. Participants were a selection (N = 102) of an original sample of 805 Finnish families, who were followed from the second trimester of pregnancy (T1) to child's age of 2 months (T2) and 12 months (T3), and again at child's age of 10–12 years (T4). Based on the timing of psychological distress and depressive symptoms (T1–T3), the mothers could be assigned to three distinct mental health trajectory groups: mothers with prenatal mental health problems (n = 15), mothers with early postpartum mental health problems (n = 15) and mothers without mental health problems (n = 72). Children's cortisol (T4) was measured by saliva samples through five within‐1‐day assessments. The results show that maternal prenatal mental health problems predicted a relatively steep increase of child cortisol from awakening to 1 h later, indicating an intensified cortisol awakening response (CAR). Mothers' early postpartum mental health problems instead predicted a reduced CAR. Both maternal prenatal and postnatal mental health problems thus predicted children's later stress regulation, but in unique ways. We discuss the specific roles of direct biochemical effects during pregnancy and postpartum mother–infant interaction quality as modifiers of the hypothalamic–pituitary–adrenal system. Copyright © 2015 John Wiley & Sons, Ltd.
    December 07, 2015   doi: 10.1002/icd.1948   open full text
  • Turkish Children's Expression of Negative Emotions: Intracultural Variations Related to Socioeconomic Status.
    Zeynep Emine Okur, Feyza Corapci.
    Infant and Child Development. December 01, 2015
    The goal of the present study was to examine intracultural variations in Turkish children's emotion expression in relation to socioeconomic status (SES) characteristics, alone and in combination with child gender and their interaction partners. Children's expectations about outcomes from expressing and their reasons for hiding their felt emotion in situations that involved unfairness, disappointment, public failure and a mishap were also delineated. A total of 123 school‐aged Turkish children responded to hypothetical vignettes. Boys and girls from middle‐high SES families were equally likely to endorse shame expression. However, lower SES boys were more likely to endorse hiding shame than lower SES girls. Middle‐high SES children showed a tendency for expressing anger and sadness more than lower SES children. Turkish children primarily expected interpersonal support from emotion expression. Upon anger, disappointment and sadness expression, Turkish children expected instrumental support more from their parents than their peers. The intracultural differences are discussed in light of sociodemographic changes accompanied by cultural value shifts that differentially impact socialization goals and practices of families with different SES. Copyright © 2015 John Wiley & Sons, Ltd.
    December 01, 2015   doi: 10.1002/icd.1945   open full text
  • Behavioural Problems in Children with Headache and Maternal Stress: Is Children's Attachment Security a Protective Factor?
    Lavinia Barone, Francesca Lionetti, Antonio Dellagiulia, Federica Galli, Silvia Molteni, Umberto Balottin.
    Infant and Child Development. December 01, 2015
    Headache is a potentially disabling condition involving enduring pain that negatively influences the quality of family life. Behavioural problems are more common in children with headache and are potentially associated with higher levels of parental stress. The aim of this study was to evaluate the extent to which children's behavioural problems were associated with maternal stress and how the child's perception of security in the maternal attachment relationship moderates this association. Seventy‐one school‐aged children with headache (headache group (HG), age M = 9.8 years old, SD = 1.3) and 71 children from a low‐risk normative population (control group (CG), age M = 9.2 years old, SD = 1) and their mothers were involved in the study. Mothers' reports of children's behavioural problems were associated with higher maternal stress in the caring task both in the HG and in the CG. Results also showed that the HG was more at risk for behavioural problems, whereas no difference between groups was detected for parenting stress and for attachment insecurity. In children with headache, perception of attachment security decreased the strength of the association between maternal stress and externalizing behavioural problems. Secure attachment may provide children with headache and their parents with support in managing the negative emotions that arise in the context of significant health issues. Implications for practice are discussed. Copyright © 2015 John Wiley & Sons, Ltd.
    December 01, 2015   doi: 10.1002/icd.1950   open full text
  • Promoting Honesty: The Influence of Stories on Children's Lie‐Telling Behaviours and Moral Understanding.
    Victoria Talwar, Sarah Yachison, Karissa Leduc.
    Infant and Child Development. December 01, 2015
    Moral stories are a means of communicating the consequences of our actions and emphasizing virtuous behaviour, such as honesty. However, the effect of these stories on children's lie‐telling has yet to be thoroughly explored. The current study investigated the influence of moral stories on children's willingness to lie for another individual. Children were read one of three stories prior to being questioned about an accidental wrongdoing: (1) a positive story, which emphasized the benefits of being honest; (2) a negative story, which outlined the potential costs of lying; and (3) a neutral story, which was unrelated to truth‐telling or lie‐telling. Initially, most children withheld information about the event. Older children were better able to maintain their lies throughout the interview. However, when asked direct questions, children in the positive story condition were more likely to tell the truth than those in the negative and neutral conditions. No significant differences were found between the negative and neutral story conditions. The present study also investigated the relationship between children's conceptual understanding and behaviour. The findings revealed that children's knowledge of truths and lies increased with age. Children who lied had significantly higher conceptual scores than those who did not lie. Furthermore, the type of story children were read had a significant impact on their evaluations of true and false statements. Copyright © 2015 John Wiley & Sons, Ltd.
    December 01, 2015   doi: 10.1002/icd.1949   open full text
  • Agent Perception in Children with and Without Imaginary Companions.
    Yusuke Moriguchi, Ikuko Shinohara, Mikako Ishibashi.
    Infant and Child Development. December 01, 2015
    This study examined whether children with and without imaginary companions differed in their attributions of agency to inanimate objects. In Study 1, preschool children were shown animation movies in which two geometric figures moved with systematic interaction or randomly. Then, children were asked about biological, emotional and cognitive properties of the figures. The results revealed that children with imaginary companions were more likely to attribute biological properties to the geometric figures that moved randomly compared to children without imaginary companions, but children with and without imaginary companions did not differ in their attributions of cognitive and emotional properties. In Study 2, children were asked about the biological, psychological and perceptual properties of a puppet and a human. Results showed that children with and without imaginary companions did not show the differences in the biological and psychological attributions. Results are discussed in terms of children's agent perception systems. Copyright © 2015 John Wiley & Sons, Ltd.
    December 01, 2015   doi: 10.1002/icd.1953   open full text
  • Individual Differences in Early Executive Functions: A Longitudinal Study from 12 to 36 Months.
    Maria Johansson, Carin Marciszko, Karin Brocki, Gunilla Bohlin.
    Infant and Child Development. November 30, 2015
    It has been proposed that executive functions develop in a hierarchical fashion, such that early, simple abilities seen already during the first year of life become increasingly coordinated with development, thereby enabling the emergence of more complex abilities. Although this hierarchical model has received support from empirical studies comparing executive function task performance across age groups, necessary support from longitudinal studies taking an individual differences perspective on development is missing. In addition, the model stresses the importance of attention in executive function development, but we do not know in what way attention contributes to the continued development once the earliest forms of simple functions have emerged. Using a longitudinal design, the present study investigated the relations between individual differences in simpler forms of executive functions as well as sustained attention at age 12 months and more complex executive functions at 24 and 36 months. The results indicated partial support for the hierarchical model, with infant inhibition being predictive of working memory in toddlerhood. In addition, at 12 months, sustained attention contributed to the development of toddler executive functions via the simple executive functions. This suggests that by this age, sustained attention has become an integrated part of early, simple executive functions. Copyright © 2015 John Wiley & Sons, Ltd.
    November 30, 2015   doi: 10.1002/icd.1952   open full text
  • Parenting Predictors of Delay Inhibition in Socioeconomically Disadvantaged Preschoolers.
    Emily C. Merz, Susan H. Landry, Tricia A. Zucker, Marcia A. Barnes, Michael Assel, Heather B. Taylor, Christopher J. Lonigan, Beth M. Phillips, Jeanine Clancy‐Menchetti, Nancy Eisenberg, Tracy L. Spinrad, Carlos Valiente, Jill Villiers,.
    Infant and Child Development. November 27, 2015
    This study examined longitudinal associations between specific parenting factors and delay inhibition in socioeconomically disadvantaged preschoolers. At Time 1, parents and 2‐ to 4‐year‐old children (mean age = 3.21 years; N = 247) participated in a videotaped parent–child free play session, and children completed delay inhibition tasks (gift delay‐wrap, gift delay‐bow, and snack delay tasks). Three months later, at Time 2, children completed the same set of tasks. Parental responsiveness was coded from the parent–child free play sessions, and parental directive language was coded from transcripts of a subset of 127 of these sessions. Structural equation modelling was used, and covariates included age, gender, language skills, parental education, and Time 1 delay inhibition. Results indicated that in separate models, Time 1 parental directive language was significantly negatively associated with Time 2 delay inhibition, and Time 1 parental responsiveness was significantly positively associated with Time 2 delay inhibition. When these parenting factors were entered simultaneously, Time 1 parental directive language significantly predicted Time 2 delay inhibition whereas Time 1 parental responsiveness was no longer significant. Findings suggest that parental language that modulates the amount of autonomy allotted the child may be an important predictor of early delay inhibition skills. Copyright © 2015 John Wiley & Sons, Ltd.
    November 27, 2015   doi: 10.1002/icd.1946   open full text
  • Maternal Mind‐Mindedness: Stability Across Relationships and Associations with Attachment Style and Psychological Mindedness.
    Sharon Hill, Catherine McMahon.
    Infant and Child Development. November 26, 2015
    This paper explores the concordance of mind‐mindedness across descriptions of different people and construct validity by examining associations between mind‐mindedness and psychological mindedness. Mothers of preschoolers (N = 103) completed online questionnaires assessing attachment style, psychological mindedness and mind‐mindedness via three written descriptions (child, partner/close friend and a famous person), which were used to derive two scores (frequency and proportional) for mental state descriptors. Frequency scores for mind‐minded comments were significantly correlated for child and partner descriptions. Famous person scores (frequency and proportional) were significantly lower than child and partner scores, further supporting specificity to relationship closeness. Mind‐mindedness scores (frequency and proportional) were positively related to an interest in the psychological processes of oneself and others (psychological mindedness) but not associated with attachment style. This study supports the proposition that mind‐mindedness is an orientation to mental states particular to close relationships and that mind‐mindedness is linked to a broader capacity for self‐awareness (psychological mindedness). Copyright © 2015 John Wiley & Sons, Ltd.
    November 26, 2015   doi: 10.1002/icd.1947   open full text
  • Prenatal Smoke Exposure Predicts Hyperactive/Impulsive but Not Inattentive ADHD Symptoms in Adolescent and Young Adult Girls.
    Arianna M. Gard, Elizabeth B. Owens, Stephen P. Hinshaw.
    Infant and Child Development. October 21, 2015
    We examined the longitudinal associations between prenatal tobacco smoke exposure (PSE) and attention‐deficit hyperactivity disorder (ADHD) symptom domains in adolescence and young adulthood. A sample of girls with ADHD combined presentation (N = 93), ADHD predominantly inattentive presentation (N = 47), and matched comparisons (N = 88) was assessed prospectively. Symptoms of hyperactivity/impulsivity (HI), inattention (IA), and oppositionality (oppositional defiant disorder) were measured via multiple informants 5 (M age = 14 years; retention rate = 92%) and 10 years (M age = 20 years; retention rate = 95%) following childhood ascertainment. PSE was captured via maternal self‐report. We used linear regressions to examine the prediction from PSE to both HI and IA in adolescence and early adulthood after stringent control of relevant confounding variables. PSE significantly predicted HI during adolescence and young adulthood across multiple informants but did not predict IA at either wave. Symptoms of HI may have partial etiological independence from IA symptoms. Copyright © 2015 John Wiley & Sons, Ltd.
    October 21, 2015   doi: 10.1002/icd.1943   open full text
  • Give Me a Hand: Adult Involvement During Object Exploration Affects Object Individuation in Infancy.
    Kristin M. Johnson, Rebecca J. Woods.
    Infant and Child Development. October 16, 2015
    The development of object individuation, a fundamental ability that supports identification and discrimination of objects across discrete encounters, has been examined extensively by researchers. There are significant advancements in infants' ability to individuate objects during the first year‐and‐a‐half. Experimental work has established a timeline of object individuation abilities and revealed some mechanisms underlying this ability. However, the influence of adult assistance during object exploration has not yet been explored. The current study investigates the effect of adult involvement during object exploration on infants' object individuation abilities. In Experiment 1a and 1b, we examined 9.5‐month‐old infants' colour‐based object individuation following adult‐assisted multisensory object exploration. Two components of adult interaction were of particular interest: facilitation of object manipulation (grasping, rotating, and attention‐getting behaviours) and social engagement (smiling, pointing, attention‐getting verbalizations, and object‐directed gaze). Experiment 2a and 2b assessed these components with 4.5‐month‐olds to examine their impact across development. The results showed that after adult‐guided object exploration, both 9.5‐ and 4.5‐month‐old infants successfully individuated previously undifferentiated objects. Results of Experiments 1b and 2b provide implications for the mechanisms underlying the scaffolding influence of adult interaction during infant behaviours. Copyright © 2015 John Wiley & Sons, Ltd.
    October 16, 2015   doi: 10.1002/icd.1942   open full text
  • Moral Evaluations of Lying for One's Own Group.
    Genyue Fu, Yang C. Luo, Gail D. Heyman, Bo Wang, Catherine A. Cameron, Kang Lee.
    Infant and Child Development. September 24, 2015
    This study investigated the development of moral judgments of blue lies, which occur when a speaker makes false statements to benefit a group of which he or she is a member. We investigated this issue in China, where there is substantial emphasis on the nature of children's associations with groups they belong to. Participants ranged in age from 9 to 17, and we asked them to evaluate lies that were told to benefit a team representing a speaker's class, school, or country. Judgments varied systematically as a function of age, with the 17‐year‐olds rating lying for any form of collective less negatively than did the younger age groups. In addition, across the age groups, children's affinity tended to shift from smaller groups to broader and more abstract collectives: 9‐ and 11‐year olds were least critical of blue lies told to benefit a speaker's class, 13‐year olds were least critical of blue lies told to benefit a speaker's school, and 17‐year olds were least critical of blue lies told to benefit a speaker's country. Copyright © 2015 John Wiley & Sons, Ltd.
    September 24, 2015   doi: 10.1002/icd.1941   open full text
  • Sense of Competence and Beliefs About Parental Roles in Mothers and Fathers as Predictors of Coparenting and Child Engagement in Mother–Father–Infant Triadic Interactions.
    Nicolas Favez, Hervé Tissot, France Frascarolo, Friedrich Stiefel, Jean‐Nicolas Despland.
    Infant and Child Development. September 10, 2015
    The aim of this study was to assess the extent to which a sense of competence and beliefs about parental roles in mothers and fathers influence coparenting and child engagement in triadic interactions during the first 2 years of the child's life, after other influential variables such as marital satisfaction and postpartum depression have been controlled for. The sample constituted 69 mother–father–infant families, whose sense of competence, beliefs in parental roles, postpartum depression, and marital satisfaction were assessed in our laboratory at 3, 9, and 18 months with self‐reported questionnaires. Coparenting support and conflict and child engagement were assessed with the Lausanne Trilogue Play. Results show that (i) predictors of coparenting and child engagement are not the same at each time point; (ii) a sense of competence in mothers is positively linked with coparenting support, particularly at 3 months, whereas in fathers, it is negatively linked with support, particularly at 18 months; (iii) discrepancies between mothers and fathers in beliefs about the importance of the mother's role is the main predictor of coparenting conflict at 18 months; and (iv) paternal beliefs about the importance of the father's and mother's roles are the main predictor of child engagement at 18 months. Copyright © 2015 John Wiley & Sons, Ltd.
    September 10, 2015   doi: 10.1002/icd.1934   open full text
  • Mothers' Attention‐getting Utterances During Shared Book Reading: Links to Low‐income Preschoolers' Verbal Engagement, Visual Attention, and Early Literacy.
    Seung‐Hee Claire Son, Maria F. Tineo.
    Infant and Child Development. September 08, 2015
    This study examined associations among low‐income mothers' use of attention‐getting utterances during shared book reading, preschoolers' verbal engagement and visual attention to reading, and their early literacy skills (N = 51). Mother–child shared book reading sessions were videotaped and coded for each utterance, including attention talk, contextualized talk, de‐contextualized talk, and print talk. Preschoolers' attention during book reading was assessed using two measures: verbal engagement by using a rating scale of preschoolers' involvement in book reading discussion and visual attention by coding visual gaze. Findings indicated that mothers' attention talk was positively associated with children's verbal engagement, while maternal print talk was associated with children's visual attention. Further, low‐level maternal print talk was associated with higher early decoding scores of children when it was accompanied with high‐level maternal attention talk. Copyright © 2015 John Wiley & Sons, Ltd.
    September 08, 2015   doi: 10.1002/icd.1932   open full text
  • ‘Infinity Means it Goes on Forever’: Siblings' Informal Teaching of Mathematics.
    Nina Howe, Emmanuelle Adrien, Sandra Della Porta, Stephanie Peccia, Holly Recchia, Helena P. Osana, Hildy Ross.
    Infant and Child Development. August 24, 2015
    Sibling‐directed teaching of mathematical topics during naturalistic home interactions was investigated in 39 middle‐class sibling dyads at two time points. At time 1 (T1), siblings were 2 and 4 years of age, and at time 2 (T2), siblings were 4 and 6 years of age. Intentional sequences of sibling‐directed mathematical teaching were coded for (i) topics (e.g., number), (ii) contexts (e.g., play with materials/toys), and (iii) type of knowledge (conceptual and procedural). Siblings engaged in teaching number, geometry, and measurement at T1 and demonstrated preliminary evidence of teaching of grouping, relations, and operations at T2. Regarding context, at T1, mathematical teaching occurred most frequently during play with materials/toys, while at T2, games with rules were prominent. Teaching of conceptual or procedural knowledge varied over time and by topic and context. Findings are discussed in light of recent work on understanding children's mathematical knowledge as it develops in the informal family context. Copyright © 2015 John Wiley & Sons, Ltd.
    August 24, 2015   doi: 10.1002/icd.1928   open full text
  • Differential Susceptibility to Parenting in Middle Childhood: Do Impulsivity, Effortful Control and Negative Emotionality Indicate Susceptibility or Vulnerability?
    Meike Slagt, Judith Semon Dubas, Marcel A. G. Aken.
    Infant and Child Development. August 24, 2015
    In this longitudinal study, we examined whether children differ in their susceptibility to harsh and responsive parenting as reflected in their externalizing and prosocial behaviour two years later. We focused on three potential susceptibility markers assessed during middle childhood: Negative emotionality, impulsivity, and effortful control. Participants were 120 Dutch children (6–11 years old; 54% girls). Parenting was assessed using both observations and self‐report questionnaires. Parental responsiveness predicted decreased externalizing behaviour two years later among children high on impulsivity (in case of observed responsiveness) or low on effortful control (in case of observed and self‐reported responsiveness) but not among children low on impulsivity or high on effortful control. Observed harsh parenting predicted decreased prosocial behaviour, especially among children with average or high negative emotionality. The findings support a diathesis–stress model more than they do a differential susceptibility model. High impulsivity seemed to be a vulnerability factor, predicting increased externalizing behaviour when parents lacked responsiveness. Also, high negative emotionality served as a vulnerability factor, predicting decreased prosocial behaviour when parents were harsh, while low negative emotionality served as a protective factor, buffering against decreased prosocial behaviour. Finally, low effortful control might operate as a vantage‐sensitivity factor, predicting decreased externalizing behaviour when parents were responsive. Copyright © 2015 John Wiley & Sons, Ltd.
    August 24, 2015   doi: 10.1002/icd.1929   open full text
  • Young Children Have Difficulty Predicting Future Preferences in the Presence of a Conflicting Physiological State.
    Caitlin E. V. Mahy.
    Infant and Child Development. August 15, 2015
    This study examined children's predictions about their future preferences when they were in two different physiological states (thirsty and not thirsty). Ninety 3‐ to 7‐year‐olds were asked to predict what they would prefer tomorrow: pretzels to eat or water to drink after having consumed pretzels, and again after having had the opportunity to quench their thirst with water. Results showed that although children initially preferred pretzels to water at baseline, they more often indicated that they would prefer water the next day after they had consumed pretzels. After consuming water, however, the same children indicated they would prefer pretzels the next day. Children's verbal justifications for their choices rarely made reference to their current or future states, but rather justifications were more likely to make reference to their general preferences when they were no longer thirsty compared to when they were thirsty. Results suggest that current physiological states have a powerful influence on future preferences. The findings are discussed in the context of the development of episodic foresight, the Bischof‐Kohler hypothesis, and the important and often overlooked role that children's current states play in future decision making. Copyright © 2015 John Wiley & Sons, Ltd.
    August 15, 2015   doi: 10.1002/icd.1930   open full text
  • ‘Mommy, You are the Princess and I am the Queen’: How Preschool Children's Initiation and Language Use During Pretend Play Relate to Complexity.
    Dawn K. Melzer, Cori A. Palermo.
    Infant and Child Development. July 15, 2015
    The present study investigated the relationship between complexity of pretend play, initiation of pretense activities, and mental state utterances used during play. Children 3 to 4 years of age were videotaped while engaging in pretend play with a parent. The videotapes were coded according to mental state utterances (i.e. desire, emotion, cognitive, and modulations of assertion), and pretend play complexity (i.e. interaction with parent, object use, theme, and role transformation). Children who initiated the pretend activities exhibited more complex play behaviours than those whose parents initiated the activities. Children's increased use of cognitive mental state terms was related to increased pretend play complexity, while parents' increased use of cognitive terms was related to decreased levels of complexity. The results provide support for using a guided participation approach to interacting with preschool children to enhance independence and complexity in play. Copyright © 2015 John Wiley & Sons, Ltd.
    July 15, 2015   doi: 10.1002/icd.1927   open full text
  • Social–Emotional Factors and Academic Outcomes Among Elementary‐Aged Children.
    Clark McKown, Nicole M. Russo‐Ponsaran, Adelaide Allen, Jason K. Johnson, Heather K. Warren‐Khot.
    Infant and Child Development. July 15, 2015
    Social–emotional comprehension involves encoding, interpreting, and reasoning about social–emotional information, and self‐regulating. This study examined the mediating pathways through which social–emotional comprehension and social behaviour are related to academic outcomes in two ethnically and socioeconomically heterogeneous samples totaling 340 elementary‐aged children. In both samples, social–emotional comprehension, teacher report of social behaviour, and academic outcomes were measured in a single school year. In both samples, structural equation models showed that the relationship between social–emotional comprehension and reading was mediated by socially skilled behaviour. In one sample, but not the other, the relationship between social–emotional comprehension and math was mediated by socially skilled behaviour. This paper advances our understanding of the mechanisms through which social–emotional factors are associated with academic outcomes. Copyright © 2015 John Wiley & Sons, Ltd.
    July 15, 2015   doi: 10.1002/icd.1926   open full text
  • Theory of Mind and Children's Trait Attributions about Average and Typically Stigmatized Peers.
    Candace Lapan, Janet J. Boseovski.
    Infant and Child Development. June 09, 2015
    Previous research indicates that children hold negative beliefs about peers with foreign accents, physical disabilities, and people who are obese. The current study examined skills associated with individual differences in children's social judgements about these typically stereotyped groups. Theory of mind, memory, and cognitive inhibition were assessed in 3‐ to 6‐year‐olds. Then, children were asked to make trait attributions and behavioural predictions about story characters' willingness to help a peer. Results indicated that better theory of mind skills were related to greater positive trait attributions and behavioural predictions about typically stereotyped characters. Younger children made fewer positive behavioural predictions as compared to older children, but both age groups made positive trait attributions. Overall, memory and inhibition had little to no influence on children's responses, although the results varied by story type. Copyright © 2015 John Wiley & Sons, Ltd.
    June 09, 2015   doi: 10.1002/icd.1923   open full text
  • The Role of Parent Education and Parenting Knowledge in Children's Language and Literacy Skills among White, Black, and Latino Families.
    Meredith L. Rowe, Nicole Denmark, Brenda Jones Harden, Laura M. Stapleton.
    Infant and Child Development. May 25, 2015
    This study investigated the role of parenting knowledge of infant development in children's subsequent language and pre‐literacy skills among White, Black and Latino families of varying socioeconomic status. Data come from 6,150 participants in the Early Childhood Longitudinal Study–Birth Cohort. Mothers' knowledge of infant development was measured when children were 9 months old, and child language and pre‐literacy skills were measured during the fall of the preschool year prior to Kindergarten when children were approximately four years old. Mothers' knowledge of infant development was uniquely related to both maternal education and race/ethnicity. Reported sources of parenting information/advice also varied by education and race/ ethnicity and were related to parenting knowledge. Further, controlling for demographic factors, parenting knowledge partially mediated the relation between parent education and child language and pre‐literacy skills, and this relation differed by race/ethnicity. One way to eliminate socioeconomic status achievement gaps in children's early language and literacy skills may be to focus on parents' knowledge of child development, particularly in Latino families. Copyright © 2015 John Wiley & Sons, Ltd.
    May 25, 2015   doi: 10.1002/icd.1924   open full text
  • Parental Personality, Relationship Stress, and Child Development: A Stress Generation Perspective.
    Eileen Tang, Patrick Luyten, Sara Casalin, Nicole Vliegen.
    Infant and Child Development. May 21, 2015
    This study aimed to investigate associations among the parental personality dimensions of self‐criticism and dependency, parental relationship stress, and child development from a stress generation perspective. Data from 79 first‐time parents and their children aged 8–13 months, who were followed up in a two‐wave, 1‐year longitudinal study, were analysed within a multilevel structural equation modelling framework in order to account for within‐couple interdependence. Results revealed that, as hypothesised, both parental self‐criticism and dependency were associated with increased levels of relationship stress, which in turn were negatively related to child development. Hence, parental personality features in combination with relationship stress may be an important target in couple and family‐based interventions. Implications for further research on family dynamics and interventions are discussed. Copyright © 2015 John Wiley & Sons, Ltd.
    May 21, 2015   doi: 10.1002/icd.1922   open full text
  • Parents' Emotion‐Related Beliefs, Behaviours, and Skills Predict Children's Recognition of Emotion.
    Vanessa L. Castro, Amy G. Halberstadt, Fantasy T. Lozada, Ashley B. Craig.
    Infant and Child Development. May 14, 2014
    Children who are able to recognize others' emotions are successful in a variety of socioemotional domains, yet we know little about how school‐aged children's abilities develop, particularly in the family context. We hypothesized that children develop emotion recognition skill as a function of parents' own emotion‐related beliefs, behaviours, and skills. We examined parents' beliefs about the value of emotion and guidance of children's emotion, parents' emotion labelling and teaching behaviours, and parents' skill in recognizing children's emotions in relation to their school‐aged children's emotion recognition skills. Sixty‐nine parent–child dyads completed questionnaires, participated in dyadic laboratory tasks, and identified their own emotions and emotions felt by the other participant from videotaped segments. Regression analyses indicate that parents' beliefs, behaviours, and skills together account for 37% of the variance in child emotion recognition ability, even after controlling for parent and child expressive clarity. The findings suggest the importance of the family milieu in the development of children's emotion recognition skill in middle childhood and add to accumulating evidence suggesting important age‐related shifts in the relation between parental emotion socialization and child emotional development. Copyright © 2014 John Wiley & Sons, Ltd.
    May 14, 2014   doi: 10.1002/icd.1868   open full text
  • Children with Imaginary Companions Focus on Mental Characteristics When Describing Their Real‐Life Friends.
    Paige E. Davis, Elizabeth Meins, Charles Fernyhough.
    Infant and Child Development. May 13, 2014
    Relations between having an imaginary companion (IC) and (i) descriptions of a real‐life friend, (ii) theory of mind performance, and (iii) reported prosocial behaviour and behavioural difficulties were investigated in a sample of 5‐year‐olds (N = 159). Children who had an IC were more likely than their peers without an IC to describe their best friends with reference to their mental characteristics, but IC status was unrelated to children's theory of mind performance and reported prosocial behaviour and behavioural difficulties. These findings are discussed in the context of the proposal that there is a competence–performance gap in children's mentalizing abilities. Copyright © 2014 John Wiley & Sons, Ltd.
    May 13, 2014   doi: 10.1002/icd.1869   open full text
  • To Play or Not to Play: Diverse Motives for Latino and Euro‐American Parent–Child Play in a Children's Museum.
    Allison DiBianca Fasoli.
    Infant and Child Development. May 08, 2014
    A popular social discourse in the United States is that play is important for children's learning and that parental involvement maximizes play's learning potential. Past research has concluded that parents who hold this view of play are more likely to play with their children than those who do not. This study investigated the prevalence of this view among Euro‐American and immigrant Latino parents of young children in order to illuminate the extent to which it uniquely and uniformly motivates parent–child play. Parents' models of play were assessed through interviews and naturalistic observations in a children's museum. Analysis revealed ethnic group differences in parent–child play that corresponded with parental beliefs about play. Within‐group analysis, however, revealed diversity in the ways that these play behaviours and beliefs came together to comprise parents' models of play. Discussion focuses on the social nature of play, the dynamic nature of culture, and the issue of individual subject validity. Implications for the interpretation of parent–child play in early childhood settings are considered. Copyright © 2014 John Wiley & Sons, Ltd.
    May 08, 2014   doi: 10.1002/icd.1867   open full text
  • Event‐related Potentials Elicited to Performance Feedback in High‐Shy and Low‐Shy Adolescents.
    Christine L. Lackner, Diane L. Santesso, Jane Dywan, Terrance J. Wade, Sidney J. Segalowitz.
    Infant and Child Development. April 14, 2014
    Shyness has been associated with hyper‐responsivity to both social feedback and monetary reward. Electrophysiological paradigms investigating sensitivity to social feedback frequently use emotional face stimuli as their main measure. However, some behavioural evidence suggests that shy individuals show aberrant responses to non‐social rewards as well. Here, we investigate the neurophysiological correlates of adolescent shyness in a group of 12–14 year olds as they performed a simple reaction time task with embedded rewards and losses. High‐shy adolescents had more positive late P2/early N2 responses to cues signalling the potential to win or lose money than did low‐shy adolescents. Regardless of feedback type (e.g. win or loss), high‐shy adolescents showed more positive frontal P2 and late FRN amplitudes than did low‐shy adolescents. This suggests that high‐shy adolescents are hyper‐attentive to both environmental cues about forthcoming behavioural requirements and feedback from the environment about their behaviour. P2 results were not attributable to anxiety levels, whereas the FRN effect did not remain once anxiety was controlled for. Anxiety has sometimes been associated with amplitudes of similar ERP components and is often correlated with shyness. Copyright © 2014 John Wiley & Sons, Ltd.
    April 14, 2014   doi: 10.1002/icd.1865   open full text
  • An Irish Cohort Study of Risk and Protective Factors for Infant Language Development at 9 Months.
    Sinéad McNally, Jean Quigley.
    Infant and Child Development. March 12, 2014
    This nationally representative study of Irish infants explores whether the set of child and environmental factors established as predicting language outcomes aged 3 years would also predict language and communication development as early as age 9 months. Associations between infant and environmental characteristics and infant language outcomes at 9 months, as measured on the ASQ 10‐month communication questionnaire, were explored in a series of bivariate logistic regression models and in a fully adjusted multivariable logistic regression model. Infant gender, health, birthweight and temperament were significantly associated with passing the ASQ communication measure at 9 months. Being an only child and having some experience of relative childcare predicted positive communication outcomes. Infants of older mothers and mothers who spoke less to the child while doing other things were significantly less likely to pass. Infants of mothers with the lowest educational level were more likely than their peers to pass at 9 months. Unlike language outcomes at 3 years, low maternal education does not appear to be a risk factor for poorer outcomes at 9 months. This study adds significantly to the infant language development literature by focussing on communication outcomes in early infancy and identifying protective and risk factors at such an early stage. Copyright © 2014 John Wiley & Sons, Ltd.
    March 12, 2014   doi: 10.1002/icd.1861   open full text
  • Assessment of Working Memory Capacity in Preschool Children Using the Missing Scan Task.
    Adrienne S. Roman, David B. Pisoni, William G. Kronenberger.
    Infant and Child Development. March 07, 2014
    The purpose of this study was to investigate the feasibility and validity of a modified version of Buschke's missing scan methodology, the Missing Scan Task (MST), to assess working memory capacity (WMC) and cognitive control processes in preschool children 3–6 years in age. Forty typically developing monolingual English‐speaking children between 36 and 84 months in age participated in the study. The children were tested on measures of WMC (MST), verbal and nonverbal memory (NEPSY Narrative Memory and Memory for Designs subtests), and language skills (Peabody Picture Vocabulary Test, fourth edition). Children showed increased working memory capacity scores with age, as measured by the MST, with significant differences between 3‐ and 5‐year‐olds and 3‐ and 6‐year‐olds. Significant correlations were also found between the MST and language and verbal and nonverbal memory scores. MST scores still remained significantly correlated with the other measures of memory even after age and global language were accounted for in a regression analysis, demonstrating that the MST captures unique variance related specifically to WMC and cognitive control processes used to retrieve and scan information in short‐term memory (STM). The results of this study demonstrate that the MST is a feasible and valid methodology for assessing WMC in preschool children as young 3 years of age. Copyright © 2014 John Wiley & Sons, Ltd.
    March 07, 2014   doi: 10.1002/icd.1849   open full text
  • How Do Mothers Help Their Children Sleep at Night? Night‐waking Strategy Use Among Mothers of Preschool‐aged Children.
    J. Aimée Coulombe, Graham J. Reid.
    Infant and Child Development. February 27, 2014
    Night‐waking is common among preschool‐aged children. Little is known about night‐time parenting among parents of preschool‐aged children. To explore night‐waking strategy use in a community sample, 203 mothers (M age = 32 years, SD = 5.1; children's M age = 3.4 years, SD = 1.0) completed the Night‐waking Strategy Scale (NSS) and measures of general parenting, agreement with night‐waking strategies, and children's sleep. Children were grouped by age (2‐, 3‐, and 4‐to‐5‐year‐olds). Mothers endorsed using routines most frequently, followed by active comforting and rewards; limit‐setting and punishment were used less often. NSS punishment and routines were significantly associated with parenting (e.g. laxness was correlated with NSS routines, rs = −.35 to .47, p < .001). Night‐waking strategy use was correlated with agreement with those strategies (e.g. active comforting was correlated with agreement with active comforting rs = .35 to .52, p < .001). Active comforting was correlated with the frequency of children's night‐waking for 2‐ and 3‐year‐olds (rs = .35 and .38, respectively, p < .01). Mothers of preschool‐aged children in the community engage in a range of parenting strategies to manage children's night‐waking. These strategies are largely consistent with general parenting and agreement with night‐waking strategy use. Copyright © 2014 John Wiley & Sons, Ltd.
    February 27, 2014   doi: 10.1002/icd.1844   open full text
  • A Mixed‐Method Examination of Preschool Teacher Beliefs About Social–Emotional Learning and Relations to Observed Emotional Support.
    Katherine M. Zinsser, Elizabeth A. Shewark, Susanne A. Denham, Timothy W. Curby.
    Infant and Child Development. February 19, 2014
    The connections between parents' socialization practices and beliefs about emotions, and children's emotional development have been well studied; however, teachers' impacts on children's social–emotional learning (SEL) remain widely understudied. In the present study, private preschool and Head Start teachers (N = 32) were observed using the Classroom Assessment Scoring System. Comparison groups were created based on their observed emotional support and then compared on their qualitative responses in focus group discussions on beliefs about emotions and SEL strategies. Teachers acknowledged the importance of preparing children emotionally (as well as academically) for kindergarten, but substantial differences emerged between the highly emotionally supportive and moderately emotionally supportive teachers in three areas: (1) teachers' beliefs about emotions and the value of SEL; (2) teachers' socialization behaviours and SEL strategies; and (3) teachers' perceptions of their roles as emotion socializers. Understanding such differences can facilitate the development of intervention programs and in‐service training to help teachers better meet students' SEL needs. Copyright © 2014 John Wiley & Sons, Ltd.
    February 19, 2014   doi: 10.1002/icd.1843   open full text
  • Selective, but Only if It Is Free: Children Trust Inaccurate Individuals More when Alternative Sources Are Costly.
    Patricia E. Brosseau‐Liard.
    Infant and Child Development. November 21, 2013
    The present research examines the effect of the costliness of an information source on children's selective learning. In three experiments (total N = 112), 4‐ to 7‐year‐olds were given the opportunity to acquire and endorse information from one of two sources. One source, a computer, was described as always accurate; the other source, a puppet, had a history of either accuracy or inaccuracy. For some children, learning from the computer required giving away stickers. The costliness of the computer clue reduced children's use of this source across all experiments, but its effect on children's use of the puppet varied based on the puppet's accuracy and the type of information learned. Children's trust in the puppet was above chance regardless of the cost of the computer when they were learning generalizable semantic information and the puppet had a history of accuracy. When the puppet was inaccurate or when children learned episodic information, the costliness of the computer significantly increased children's trust in the puppet. Hence, attaching a cost to a preferred knowledge source reduces children's selectivity and increases their trust in sources that they would not otherwise see as desirable. Copyright © 2013 John Wiley & Sons, Ltd.
    November 21, 2013   doi: 10.1002/icd.1828   open full text
  • Children's Attitudes towards Peers with Disabilities: Associations with Personal and Parental Factors.
    Soo‐Young Hong, Kyong‐Ah Kwon, Hyun‐Joo Jeon.
    Infant and Child Development. October 30, 2013
    The purpose of this study was to investigate the following: (i) associations among children's prior contact with people with disabilities and the three dimensions of children's attitudes towards people with disabilities: children's understanding of and their feelings about people with disabilities and their behavioural intentions to make inclusion decisions; (ii) the relation between children's behavioural intentions to make inclusion decisions and the demands of activity contexts and the types of disabilities; and (iii) the association between parents' attitudes and children's attitudes. Participants included 94 typically developing four‐ and five‐year‐old preschoolers. Children's understanding of disabilities and their prior contact with people with disabilities were found to be positively related to their feelings about people with disabilities; children's understanding of disabilities was a significant moderator of the relation between their behavioural intentions and activity contexts or types of disabilities. The hypothesized association between parents' attitudes and children's attitudes was not significant. Preschoolers may benefit from having more regular contact with people with disabilities to develop positive feelings towards their peers with disabilities, which is also related to their understanding of disabilities. Children's behavioural intentions to make inclusion decisions need to be understood in relation to their understanding of disabilities, the demand of activity contexts, and types of disabilities. Copyright © 2013 John Wiley & Sons, Ltd.
    October 30, 2013   doi: 10.1002/icd.1826   open full text
  • Mother–Toddler Affect Exchanges and Children's Mastery Behaviours during Preschool Years.
    Jun Wang, George A. Morgan, Zeynep Biringen.
    Infant and Child Development. October 09, 2013
    This study examined the longitudinal relations of mother–child affect exchanges at 18 months with children's mastery motivation at 39 months. Observation and questionnaire data were collected from mother–child dyads when children were 18 months; 43 mothers again rated their children's mastery motivation at 39 months. Results suggested that after controlling for gender and the corresponding 18‐month mastery aspect, positive affect exchanges had long‐term positive relationships with children's persistence and competence, whereas dismissed affect exchanges had long‐term negative relationships with children's persistence and independent mastery. Findings suggest that children's autonomous mastery‐oriented endeavours have deep roots in their early mother–child affective interactions. Copyright © 2013 John Wiley & Sons, Ltd.
    October 09, 2013   doi: 10.1002/icd.1825   open full text
  • That's More Like It: Multiple Exemplars Facilitate Word Learning.
    Katherine E. Twomey, Samantha L. Ranson, Jessica S. Horst.
    Infant and Child Development. October 09, 2013
    Previous research indicates learning words facilitates categorisation. The current study explores how categorisation affects word learning. In the current study, we investigated whether learning about a category facilitates retention of newly learned words by presenting 2‐year‐old children with multiple referent selection trials to the same object category. In Experiment 1, children either encountered the same exemplar repeatedly or encountered multiple exemplars across trials. All children did very well on the initial task; however, only children who encountered multiple exemplars retained these mappings after a short delay. Experiment 2 replicated and extended this finding by exploring the effect of within‐category variability on children's word retention. Children encountered either narrow or broad exemplars across trials. Again, all children did very well on the initial task; however, only children who encountered narrow exemplars retained mappings after a short delay. Overall, these data offer strong evidence that providing children with the opportunity to compare across exemplars during fast mapping facilitates retention. Copyright © 2013 John Wiley & Sons, Ltd.
    October 09, 2013   doi: 10.1002/icd.1824   open full text
  • Analogue Mental Transformations in 3‐Year‐Olds: Introducing a New Mental Rotation Paradigm Suitable for Young Children.
    Markus Krüger, Marlen Kaiser, Kristin Mahler, Wolfgang Bartels, Horst Krist.
    Infant and Child Development. August 29, 2013
    Until now, a successful application of the mental rotation paradigm was restricted to children 5 years or older. By contrast, recent findings suggest that even infants can perform mental rotation. Unlike the methods used in infant studies (looking time), our new research paradigm allows for the measurement and interpretation of reaction times. Kindergartners (aged 3–6 years) were presented with a stimulus configuration on a touchscreen and asked to bring a rotated stimulus into an upright position using the shortest path. Mean reaction time (RT) increased linearly with angular disparity. The ensuing linear trend was significant not only for the entire sample but also for the youngest age group analysed separately. To exclude the possibility that linearity was due to movement planning, 3‐year‐olds had to manually rotate a stimulus about the same trajectory without the need for a corresponding mental transformation in a second experiment. Here, no linear trend was observed. These results are interpreted as evidence for an analogue mental transformation in 3‐year‐olds, equal to the transformation processes in older children's and adults' mental rotation. Copyright © 2013 John Wiley & Sons, Ltd.
    August 29, 2013   doi: 10.1002/icd.1815   open full text
  • The Role of a Model's Age for Young Children's Imitation: A Research Review.
    Norbert Zmyj, Sabine Seehagen.
    Infant and Child Development. August 16, 2013
    The influence of a model's age on young children's behaviour has been a subject of considerable debate among developmental theorists. Despite the recent surge of interest, controversy remains about the nature of peer influence in early life. This article reviews studies that investigated the influence of a model's age on young children's behaviour in the first 5 years of life, and presents an account of seemingly mixed results. We propose that children imitate familiar behaviour for social reasons, such as in order to identify with the model or to communicate likeness. Since age is an important indicator of the degree of being alike, we propose that children are more likely to imitate familiar behaviour from peers. In contrast, we propose that children primarily imitate novel behaviour for learning reasons. Since adults are perceived as being more competent than children, children are more likely to learn from adults. We further suggest that increased peer experience leads children to evaluate peers as valuable resources for learning novel behaviour in domains in which peers are knowledgeable. Copyright © 2013 John Wiley & Sons, Ltd.
    August 16, 2013   doi: 10.1002/icd.1811   open full text
  • Reciprocal Imitation Following Adult Imitation by Children with Autism.
    Tiffany Field, Shauna Ezell, Jacqueline Nadel, Ava Grace, Susan Allender, Vijaya Siddalingappa.
    Infant and Child Development. August 16, 2013
    This study examined the effects of adult imitation and adult playfulness on the imitation, social attention and initiation of new behaviours by non‐verbal preschoolers with autism. Videotapes taken from a previous study were recoded for the adult's imitation and playful behaviour and the children's imitation, social attention (looking at the adult's actions) and initiation of new behaviours. In the original study, twenty non‐verbal, 4‐ to 6‐year‐old children with autism were randomly assigned to an imitation or a contingent responsivity group. Both groups of children engaged in an intervention phase (during which the adult imitated the children or contingently responded to them) and a subsequent spontaneous play phase (during which the adult interacted spontaneously with the children). ANOVA for the current study revealed that the imitation group children versus the contingent responsivity group children spent a greater percent time showing social attention and initiating new behaviours during the intervention phase and showing social attention and imitating the adult's behaviours during the subsequent spontaneous play phase. A correlation analysis yielded significant correlations between the percent time the adult imitated the child during the intervention phase and the percent time the child showed social attention during the same intervention phase and imitating the adult during the subsequent spontaneous play phase. Adult imitation and playfulness during the spontaneous play phase were also correlated with the children's social attention during that phase. Copyright © 2013 John Wiley & Sons, Ltd.
    August 16, 2013   doi: 10.1002/icd.1812   open full text
  • Testing for Near and Far Transfer Effects with a Short, Face‐to‐Face Adaptive Working Memory Training Intervention in Typical Children.
    Lucy A. Henry, David J. Messer, Gilly Nash.
    Infant and Child Development. August 16, 2013
    A relatively quick, face‐to‐face, adaptive working memory training intervention was assessed in 5‐ to 8‐year‐old typically developing children, randomly allocated to a 6‐week intervention condition, or an active control condition. All children received 18 sessions of 10 minutes, three times/week for 6 weeks. Assessments of six working memory skills, word reading and mathematics were administered at pre‐test, post‐test and 6‐month follow‐up. Additional measures of word reading, mathematics, spelling and reading comprehension were given at a 12‐month follow‐up. At post‐test, the trained group showed significantly larger gains than the control group on the two trained executive‐loaded working memory tasks (Listening Recall and Odd One Out Span) and on two untrained working memory tasks (Word Recall and Counting Recall). These ‘near transfer’ effects were still apparent at 6‐month follow‐up. ‘Far transfer’ effects were less evident: there was no difference between the groups in their gains on single word reading and mathematics over 12 months, and spelling skills did not differ at 12‐month follow‐up. However, the trained group showed significantly higher reading comprehension scores than the control group at 12‐month follow‐up. Thus, improving the ability to divide attention between processing and storage may have had specific benefits for reading comprehension. Copyright © 2013 John Wiley & Sons, Ltd.
    August 16, 2013   doi: 10.1002/icd.1816   open full text
  • Validation of the Peer Social Maturity Scale for Assessing Children's Social Skills.
    Elian Fink, Marc Rosnay, Candida Peterson, Virginia Slaughter.
    Infant and Child Development. August 06, 2013
    We evaluated the utility of a brief, seven‐item, teacher‐rated Peer Social Maturity Scale (PSMAT). In Study 1, teachers of 138 Australian children (ranging from 5 to 8 years and 5 months old) in kindergarten and Grades 1 and 2 rated their pupils' social maturity using the PSMAT and their classroom social skills via the Social Skills Rating System (SSRS). The PSMAT showed excellent internal consistency and a significant overall correlation with the SSRS social skills scale. Study 2 involved a new longitudinal sample of children who were rated by different classroom teachers in kindergarten and Grades 1 and 2 of full‐time primary school. Consistent with Study 1, at all three time points, PSMAT scores were highly correlated with SSRS social skills scores. PSMAT scores also correlated significantly with peer‐rated social preference. These studies confirm that the PSMAT is a reliable and valid assessment of children's social maturity within their classroom peer groups. Copyright © 2013 John Wiley & Sons, Ltd.
    August 06, 2013   doi: 10.1002/icd.1809   open full text
  • Maternal and Infant Temperament Characteristics as Contributors to Parenting Stress in the First Year Postpartum.
    Kate B. Oddi, Kyle W. Murdock, Sarah Vadnais, David J. Bridgett, Maria A. Gartstein.
    Infant and Child Development. August 06, 2013
    Although prominent models emphasize that maternal, child, and situational variables are associated with parenting stress, previous research has often neglected to examine associations between maternal and infant temperament characteristics and stress experienced in the parenting role. Additionally, while predictors of global parenting stress have been examined, predictors of stress related to specific aspects of the parenting role have been largely unexplored. The present study examined maternal and infant temperament characteristics as predictors of parenting stress, both globally and specifically. Mothers (n = 159) completed measures of depressive and anxiety symptoms and a measure of adult temperament when their infants were 4 months old. At 6 months postpartum, caregivers completed a measure of infant temperament, and at 8 months postpartum, a measure of parenting stress. Results indicated that maternal effortful control and infant negative emotionality predicted global maternal parenting stress. Additionally, all maternal and infant temperament variables, with the exception of maternal negative affectivity and infant surgency/extraversion, were uniquely predictive of at least one specific aspect of parenting‐related stress. Findings emphasize the importance of considering maternal and infant temperament characteristics as contributors to parenting stress in the first year postpartum. Implications of these findings for future research and intervention are discussed. Copyright © 2013 John Wiley & Sons, Ltd.
    August 06, 2013   doi: 10.1002/icd.1813   open full text
  • Personalization in Mother–Child Emotion Talk Across Three Contexts.
    Natalia Kucirkova, Virginia Tompkins.
    Infant and Child Development. August 06, 2013
    An unexplored aspect of contextual variation in emotion talk is the extent to which the emotions mothers and children discuss relate to the child, mother, or another self. To establish the extent to which mothers and children personalize the emotions they discuss, we examined the emotion talk of 40 American mother–child dyads in three conversational contexts: reminiscing, book reading, and play. We found that both mothers and children talked about emotions directly relevant to the child mostly in the reminiscing context and about emotions relating to another self mostly in the book context. Interestingly, the discussion of personalized emotions did not significantly differ between the book and play contexts, but did for the independent emotions. The discussion of mothers' own emotions occurred with almost the same frequency in all three contexts. In addition, within‐context analyses revealed that while mothers discussed the child's and their own emotions in the book and play contexts at about the same rate, children focused on their own emotions significantly more than on mothers' emotions in all three contexts. We contextualize the significance of the results in light of intervention programmes and future research. Copyright © 2013 John Wiley & Sons, Ltd.
    August 06, 2013   doi: 10.1002/icd.1814   open full text
  • I Remember When You Taught Me That! Preschool Children's Memories of Realistic Learning Episodes.
    Rhyannon H. Bemis, Michelle D. Leichtman, David B. Pillemer.
    Infant and Child Development. July 11, 2013
    This study examined whether preschool children are able to identify the source of new knowledge that they acquired in a stimulating, interactive learning context. Sixty 4‐ to 5‐year‐old children participated in two staged learning events. Several days later, children were asked questions that assessed their knowledge of factual information presented during the events. Children indicated whether they knew the answer to each question and whether they remembered the moment they learned it (i.e. had an episodic memory of the learning event), and then recalled event details. A majority of preschoolers were able to accurately identify how they had learned at least some factual information, but this ability was not consistent across children and test items. Recall of event‐specific details was positively correlated with correct answers to factual questions. The results indicate that when preschool children are asked to reflect on past learning experiences that occurred in complex and realistic contexts, their source monitoring abilities are evident but not yet fully developed. Copyright © 2013 John Wiley & Sons, Ltd.
    July 11, 2013   doi: 10.1002/icd.1807   open full text
  • Early Temperament and Attachment Security with Mothers and Fathers as Predictors of Toddler Compliance and Noncompliance.
    Diane M. Lickenbrock, Julia M. Braungart‐Rieker, Naomi V. Ekas, Shannon R. Zentall, Toko Oshio, Elizabeth M. Planalp.
    Infant and Child Development. July 08, 2013
    This longitudinal study (n = 106) examined associations between temperament, attachment, and styles of compliance and noncompliance. Infant negative temperamental reactivity was reported by mothers at 3, 5 and 7 months. Infant attachment was assessed (Strange Situation) at 12 (mothers) and 14 months (fathers). Toddlers' styles of compliance/noncompliance were measured using two laboratory contexts (clean‐up/delay) at 20 months. Results indicated that temperament and attachment predicted toddler behaviour. Toddlers who were secure with mothers and low in temperamental negative reactivity showed more committed compliance than those who were insecure and low in negative reactivity or secure and high in negative reactivity. In addition, interactions revealed that relations between infant–mother attachment and defiance depended on infant–father attachment security, temperament and context. Findings highlight the differential and complex roles of temperament and attachment as potential precursors of later social competence. Copyright © 2013 John Wiley & Sons, Ltd.
    July 08, 2013   doi: 10.1002/icd.1808   open full text
  • Does HPA‐Axis Dysregulation Account for the Effects of Income on Effortful Control and Adjustment in Preschool Children?
    Liliana J. Lengua, Maureen Zalewski, Phil Fisher, Lyndsey Moran.
    Infant and Child Development. June 18, 2013
    The effects of low income on children's adjustment might be accounted for by disruptions to hypothalamic–pituitary–adrenal (HPA)‐axis activity and to the development of effortful control. Using longitudinal data and a community sample of preschool‐age children (N = 306, 36–39 months) and their mothers, recruited to over‐represent low‐income families, we explored the associations among diurnal cortisol levels and effortful control, and we tested a model in which diurnal cortisol and effortful control account for the effects of family income on child adjustment. Continuous indicators of morning cortisol level and diurnal slope, as well as dichotomous indicators reflecting low morning levels and flat diurnal slope, were examined as predictors of rank‐order changes in two dimensions of effortful control, executive control and delay ability. Low income was related to a flat diurnal cortisol slope, and above the effects of family income, a flat diurnal cortisol slope predicted lower social competence. Low morning cortisol level predicted smaller gains in executive control and higher total adjustment problems. Further, delay ability predicted lower adjustment problems above the effects of income and diurnal cortisol levels. The results suggest that HPA‐axis dysregulation and effortful control contribute additively to children's adjustment. Copyright © 2013 John Wiley & Sons, Ltd.
    June 18, 2013   doi: 10.1002/icd.1805   open full text
  • The Mediational Role of Effortful Control and Emotional Dysregulation in the Link Between Maternal Responsiveness and Turkish Preschoolers' Social Competency and Externalizing Symptoms.
    Irem Metin Orta, Feyza Corapci, Bilge Yagmurlu, Nazan Aksan.
    Infant and Child Development. June 18, 2013
    This cross‐sectional study relied on circumscribed measures of emotion regulation and dysregulation to examine their role in mediating the associations of maternal responsiveness and effortful control with social competency and externalizing symptoms. We examined those associations in an understudied cultural context, Turkey, with 118 preschoolers. Emotion regulation and dysregulation showed differential associations with broad indices of self‐regulation such that emotion dysregulation predicted both low social competency and high externalizing symptoms but emotion regulation was only associated with high social competency. Effortful control was unrelated to emotion regulation but was associated with lower levels of emotion dysregulation. Effortful control had both direct and mediated associations with externalizing and social competency (mediated by lower emotion dysregulation). Findings also showed that maternal responsiveness was associated with better social competency and lower externalizing. Those associations were both singly (through effortful control) and doubly mediated (through effortful control and lower emotion dysregulation), similar to US samples. The study contributes to a better understanding of the factors and mechanisms that speak to children's self‐regulation. Copyright © 2013 John Wiley & Sons, Ltd.
    June 18, 2013   doi: 10.1002/icd.1806   open full text
  • Maternal Emotional Distress, Abuse Risk, and Children's Symptoms: Child Gender as a Moderator of Parent Sensitivity as a Mediator.
    Melanie J. Zimmer‐Gembeck, Rae Thomas, Kym Hendrickson, Elbina Avdagic, Haley Webb, Leanne McGregor.
    Infant and Child Development. June 03, 2013
    Mothers' distress is a correlate of their children's elevated behaviour problems and symptoms. Parenting practices have been shown to mediate these associations, but few studies have observed parenting or focused on parents at risk of child abuse. In this study of 269 high‐risk mothers and their young children (M = 4.2 years), structural equation modelling was used to test associations between mothers' distress and child externalizing and internalizing symptoms. Associations were expected to be partly indirect via mothers' observed low sensitivity, and child gender was expected to moderate associations. Also, mothers' child abuse risk was examined as a unique correlate of sensitivity and children's symptoms, and a moderator of associations of distress with sensitivity and symptoms. Associations showed a pattern of gender‐moderated mediation with the link between mothers' distress and internalizing mostly direct for boys, and equally direct and indirect via sensitivity for girls. The association of mothers' distress with externalizing was mostly direct for boys and girls. Mothers' child abuse risk was not uniquely associated with sensitivity or symptoms and did not moderate any associations. There were no differences in model paths between mothers referred from child welfare/mental health compared with other sources or self‐referred. Copyright © 2013 John Wiley & Sons, Ltd.
    June 03, 2013   doi: 10.1002/icd.1804   open full text
  • Sensory Discrimination, Working Memory and Intelligence in 9‐Year‐Old and 11‐Year‐Old Children.
    Annik E. Voelke, Stefan J. Troche, Thomas H. Rammsayer, Felicitas L. Wagner, Claudia M. Roebers.
    Infant and Child Development. June 03, 2013
    More than a century ago, Galton and Spearman suggested that there was a functional relationship between sensory discrimination ability and intelligence. Studies have since been able to confirm a close relationship between general discrimination ability (GDA) and IQ. The aim of the present study was to assess whether this strong relationship between GDA and IQ could be due to working memory (WM) demands of GDA tasks. A sample of 140 children (seventy 9‐year‐olds and seventy 11‐year‐olds) was studied. Results showed that there was a significant overlap between WM, GDA and fluid intelligence. Furthermore, results also revealed that WM could not explain the relationship between GDA and fluid intelligence as such, but that it acted as a bottleneck of information processing, limiting the influence of GDA on the prediction of fluid intelligence. Specifically, GDA's influence on the prediction of intelligence was only visible when WM capacity was above a certain level. Copyright © 2013 John Wiley & Sons, Ltd.
    June 03, 2013   doi: 10.1002/icd.1803   open full text
  • Parental Influence on Children during Educational Television Viewing in Immigrant Families.
    Yuting Zhao, Beth M. Phillips.
    Infant and Child Development. May 29, 2013
    It has been suggested by researchers that educational television programmes may support the language and literacy development for children, especially those in immigrant families. In an immigrant family, many family characteristics appear to be related to educational television programme viewing of children at home, for example, parental acculturation (the process of adapting to the new culture) and parental mediation (supervision and guidance) of television viewing. In the present work, the parental influence on children during educational television viewing was studied quantitatively, based on a sample (n = 171) of immigrant families with children aged 3–6 years collected across the U.S. The results have revealed that significant differences existed between Asian and Hispanic groups in coviewing mediation and in their children's educational television viewing. Furthermore, language in parental acculturation significantly predicted instructive and restrictive parental mediation, and parental occupation significantly predicted language in parental acculturation. This study initiates the attention to the topic of educational television viewing in immigrant families, which warrants further investigations in the future as the Asian and Hispanic immigrant population increases rapidly in the U.S. Copyright © 2013 John Wiley & Sons, Ltd.
    May 29, 2013   doi: 10.1002/icd.1798   open full text
  • Paternal Postnatal and Subsequent Mental Health Symptoms and Child Socio‐Emotional and Behavioural Problems at School Entry.
    Hannah R. Smith, Suna Eryigit‐Madzwamuse, Jacqueline Barnes.
    Infant and Child Development. May 27, 2013
    Research on the effect of paternal mental health problems, particularly on young children, is based predominantly on clinical levels of depression. Furthermore, potential mediators such as marital discord have often been overlooked. This longitudinal community study assessed the association between paternal mental health symptoms in a community sample (N = 705) assessed at 3 months postnatally (Edinburgh Postnatal Depression Scale) and 36 months (General Health Questionnaire) and children's socio‐emotional and behavioural problems at 51 months (Strengths and Difficulties Questionnaire) as reported by mother, father and teacher. Controlling for socioeconomic status and maternal mental health symptoms at 3 and 36 months, paternal postnatal depressive symptoms predicted more father‐reported child problems at 51 months but, in contrast to previous findings, not mother‐reported problems. Paternal mental health symptoms at 36 months predicted both maternal and paternal reports of child problems at 51 months controlling for both paternal and maternal postnatal symptoms. Paternal mental health symptoms at 3 and 36 months were not significant predictors of teacher‐reported child problems. Postnatal marital discord and paternal mental health problems at 36 months both mediated the relationship between paternal postnatal symptoms and later child emotional and behavioural problems. Child gender did not moderate the relationship. Implications for interventions are discussed. Copyright © 2013 John Wiley & Sons, Ltd.
    May 27, 2013   doi: 10.1002/icd.1800   open full text
  • Heterogeneity in Maltreated and Non‐maltreated Preschool Children's Inhibitory Control: The Interplay Between Parenting Quality and Child Temperament.
    Elizabeth Cipriano‐Essel, Elizabeth A. Skowron, Cynthia A. Stifter, Douglas M. Teti.
    Infant and Child Development. May 27, 2013
    This study examined the contribution of child temperament, parenting, and their interaction on inhibitory control development in a sample of maltreated and non‐maltreated preschool children. One hundred and eighteen mother–child dyads were drawn from predominantly low‐income, rural communities. Dyads participated in a laboratory session in which maternal warm autonomy support, warm guidance, and strict/hostile control were observationally coded during a joint teaching task. Independent assessments of children's inhibitory control were obtained, and observers rated children's temperament. After relevant covariates, including income, maternal education, and child age and IQ were controlled for, there were no differences between the maltreatment and non‐maltreatment groups in either children's inhibitory control or mothers' behaviours in the laboratory session. Even after much of the variance in children's inhibitory control was accounted for from the covariates, children's temperamental negativity moderated the effects of warm autonomy support on inhibitory control in both maltreatment and non‐maltreatment groups. Temperamentally negative children whose mothers displayed more warm autonomy support showed greater inhibitory control, at levels on par with low‐negative children. Findings suggest that heterogeneity in children's self‐regulation may be due in part to individual differences in sensitivity to caregiver support for children's independence, even among those exposed to maltreatment. Copyright © 2013 John Wiley & Sons, Ltd.
    May 27, 2013   doi: 10.1002/icd.1801   open full text
  • Associations of Mother–Child Reminiscing about Negative Past Events, Coping, and Self‐Concept in Early Childhood.
    Rebecca Goodvin, Lisa Romdall.
    Infant and Child Development. May 06, 2013
    Parent–child reminiscing conversations in early childhood have received theoretical attention as a forum for children's self‐concept development, but this has been little addressed in empirical work. This study examines associations between emotion reminiscing and children's self‐concepts and, building from the reminiscing and personality development literatures, also explores the role of children's coping. Sixty 4‐ and 5‐year‐old children and their mothers completed reminiscing conversations about events in which the child had experienced negative emotion, children completed an age‐appropriate assessment of their self‐concept, and mothers and teachers reported on children's coping strategies. Children's self‐perceived timidity was associated with their explanations for negative emotions during reminiscing. Children's self‐perceived negative affect was associated with fewer emotion resolutions during reminiscing, and with distinctive patterns of coping. Both reminiscing and coping made unique contributions to children's self‐concepts, and findings also suggest that coping may in some contexts indirectly connect reminiscing with self‐concept. These findings suggest that reminiscing conversations both reflect children's characteristics and provide a context for learning about their characteristics, along with strategies for emotion management. Copyright © 2013 John Wiley & Sons, Ltd.
    May 06, 2013   doi: 10.1002/icd.1797   open full text
  • Development of Infant Positive Emotionality: The Contribution of Maternal Characteristics and Effects on Subsequent Parenting.
    David J. Bridgett, Lauren M. Laake, Maria A. Gartstein, Danielle Dorn.
    Infant and Child Development. April 02, 2013
    The current study examined the influence of maternal characteristics on the development of infant smiling and laughter, a marker of early positive emotionality (PE) and how maternal characteristics and the development of infant PE contributed to subsequent maternal parenting. One hundred fifty‐nine mothers with 4‐month‐old infants participated. Maternal characteristics were assessed 4 months postpartum, infant smiling and laughter were assessed at 4, 6, 8, 10 and 12 months postpartum, and maternal negative parenting was assessed 18 months postpartum. Latent growth modelling was used to test hypotheses regarding the influence of maternal characteristics on the development of infant smiling and laughter, and the contribution of infant smiling and laughter to later maternal parenting. Higher maternal effortful control and PE predicted more initial infant smiling and laughter, whereas more maternal parenting stress predicted lower slopes of infant smiling and laughter. More frequent/intense symptoms of maternal depression predicted higher scores on a measure of negative parenting, whereas higher maternal PE and better effortful control predicted lower negative parenting scores. After accounting for maternal characteristics, higher intercepts and slopes of infant smiling and laughter predicted fewer reports of negative parenting practices. The implications of these findings for future research are discussed. Copyright © 2013 John Wiley & Sons, Ltd.
    April 02, 2013   doi: 10.1002/icd.1795   open full text
  • An Exploration of Parenting Behaviours and Attitudes During Early Infancy: Association with Maternal and Infant Characteristics.
    B. Arnott, A. Brown.
    Infant and Child Development. March 18, 2013
    The importance of warm and democratic parenting styles for optimal social, emotional and cognitive outcomes in children over the age of five is well established. However, there is a dearth of literature exploring variations in parenting styles during infancy, despite many popular parenting books aimed at this period. The primary aim of this study was to explore parenting styles in infancy and their association with infant and maternal characteristics. Five hundred and eight mothers of infants under 12 months of age completed a 36‐item questionnaire examining cognitive and behavioural aspects of early parenting (Infancy Parenting Styles Questionnaire). Items for the questionnaire were generated from popular culture early parenting books, and those raised in discussion with mothers. The underlying factor structure of the Infancy Parenting Styles Questionnaire revealed five independent factors: discipline, routine, anxiety, nurturance and involvement, which mapped onto existing concepts of warmth/nurturance and control for parenting older children, with additional constructs pertaining to the challenge of caring for young infants. Early parenting style was associated with maternal age and education, and infant birth weight, gender and age. The findings are discussed in relation to the parenting styles literature for older children and the attachment literature. Copyright © 2013 John Wiley & Sons, Ltd.
    March 18, 2013   doi: 10.1002/icd.1794   open full text