Infant and Child Development最新文献

{"title":"Do mother's socialization goals in early childhood predict children's later self?","authors":"Pirko Tõugu,&nbsp;Anni Tamm,&nbsp;Tiia Tulviste","doi":"10.1002/icd.2513","DOIUrl":"10.1002/icd.2513","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>In this study, maternal socialization goals in early childhood were linked to qualities of children's self in middle childhood, while also considering maternal education and child gender. Estonian mothers (<i>N</i> = 209; <i>M</i>_age = 33.6; 52.2% had university education) provided ratings of their socialization goals for children (52.2% girls; <i>M</i>_age = 6.2), children's self was gauged 4 years later. The more mothers endorsed social conformity-related socialization goals, the fewer different autonomy-related (<i>β</i> = −0.15) and relatedness-related qualities of self (<i>β</i> = −0.21) their children had in their descriptions of themselves and their autobiographical memories. Mothers' self-maximization socialization goals were not linked to the qualities of children's self. Mothers without a university degree endorsed social conformity-related socialization goals more than mothers with a university degree (<i>β</i> = −0.20). Girls referred to more relatedness-related qualities than boys (<i>β</i> = 0.23). The results show that maternal socialization goals do not always have a straightforward effect on different qualities of children's self. Yet, conformity-related goals by mothers predict the qualities of children's later self.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Children's self is predicted by gender and earlier maternal socialization goals.</li>\u0000 \u0000 <li>Mother's social conformity-related socialization goals predict children's later self.</li>\u0000 \u0000 <li>Self-maximization related socialization goals are not linked to children's self.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.2513","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140651822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Verification report: Egalitarianism in young children","authors":"Georgia Clift,&nbsp;Jennifer Beaudry,&nbsp;Sumie Leung,&nbsp;Jordy Kaufman","doi":"10.1002/icd.2505","DOIUrl":"10.1002/icd.2505","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>The present study sought to evaluate the reproducibility of prominent findings stated by Fehr et al. in their developmental resource allocation experiment \"Egalitarianism in Young Children\", published in 2008. The experiment involved children making decisions about distributing sweets between themselves and either an in-group or an out-group recipient. Fehr et al. found that (1) inequity aversion develops with age; (2) 3- to 4-year-old children are inclined toward self-advantageous allocations, whereas 7- to 8-year-olds distribute sweets more evenly in divisions, and (3) the influence of group status increases as children age. The original article stated that 229 Swiss school students aged 3 to 8 years (102 boys, 127 girls) participated in the study. However, no further demographics were reported. In our attempts to reproduce Fehr et al.'s original analyses and reanalyse the raw dataset, we found that one of the key variables was miscoded. After rectifying the miscoded variable, the reproduction results revealed only one ambiguously irreproducible result regarding a group status main effect in the sharing mini-game—with three other tests exhibiting either strong reproducibility or ambiguous reproducibility. Reanalysis results indicated that Fehr et al.'s conclusions are robust when tested with alternative analytical tests.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>We evaluated the reproducibility of Fehr et al.'s (2008) highly cited developmental resource allocation findings.</li>\u0000 \u0000 <li>After identifying an inversely coded variable, we found all tests—bar one probit regression not related to major findings—to be reproducible. Reanalysis confirmed the robustness of Fehr et al.'s conclusions when using alternate analytical methods.</li>\u0000 \u0000 <li>Fehr et al.'s developmental resource allocation findings are reproducible and have theoretical implications for understanding inequity aversion and group status effects on resource allocation decisions in young children.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.2505","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140557283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Registered Reports with secondary developmental data: Introduction to the special issue","authors":"Pamela E. Davis-Kean,&nbsp;Alexa Ellis,&nbsp;Moin Syed","doi":"10.1002/icd.2506","DOIUrl":"https://doi.org/10.1002/icd.2506","url":null,"abstract":"&lt;p&gt;Events of the past decade have revealed substantial limitations in our standard approach to evaluating manuscripts for publication. Preference for ‘positive results’ and findings that are surprising or novel has led to a substantial publication bias that casts doubt on large portions of the existing literature (Davis-Kean &amp; Ellis, &lt;span&gt;2019&lt;/span&gt;; Scheel et al., &lt;span&gt;2021&lt;/span&gt;). Registered Reports represent a major initiative to combat these problems, as they shift the focus of evaluation from the nature of the findings to the strength of the conceptualization, research design and analytic plan (Chambers, &lt;span&gt;2013&lt;/span&gt;).&lt;/p&gt;&lt;p&gt;Contrary to the standard review process, with Registered Reports the process is split into two distinct stages. Authors initially submit a Stage 1 proposal consisting of the Introduction, Method and Planned Analysis sections prior to conducting the study. The Stage 1 proposal is sent for peer review, with an ultimate positive outcome of an ‘in principle acceptance,’ which is a guarantee that the journal will publish the full article, regardless of the results, providing the authors conduct the study as planned and do so competently. Following the in principle acceptance authors collect the data and/or conduct the analysis and then submit the Stage 2 report for final review. For more information, and answers to frequently asked questions about Registered Reports, see https://cos.io/rr/.&lt;/p&gt;&lt;p&gt;Registered Reports have been increasingly adopted in journals across the sciences in general, and psychology in particular. Although uptake had initially been slow amongst developmental journals, this has changed considerably in recent years (see Syed et al., &lt;span&gt;2023&lt;/span&gt;, for Registered Reports specifically and Silverstein et al., &lt;span&gt;2024&lt;/span&gt;, for open science and metascience more generally). Nevertheless, there remain many questions about how the format works for complex longitudinal designs and secondary data (van den Akker et al., &lt;span&gt;2021&lt;/span&gt;), both of which are common in developmental research (see also Syed &amp; Donnellan, &lt;span&gt;2020&lt;/span&gt;).&lt;/p&gt;&lt;p&gt;The purpose of this Special Issue was to feature Registered Reports using secondary (pre-existing) data pertaining to developmental issues from the prenatal period through early adulthood. Secondary datasets refer to data collected by someone other than the primary user. Datasets used in the eight articles featured in the special issue covered wide ground. Two of the articles relied on the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development, one to investigate how early caregiver interactions are related to educational attainment, income and employment (Duncan et al., &lt;span&gt;2024&lt;/span&gt;), and the other to compare relations between parental sensitivity and two different methods for assessing attachment (Nivison et al., &lt;span&gt;2024&lt;/span&gt;). Examining parenting from a different perspective, Wright and Jack","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 2","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.2506","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140556308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preschool children's high-frequency heart rate variability during low and high emotional challenge in relation to their self-regulation","authors":"Caron A. C. Clark,&nbsp;Patricia Cardellini de Almeida,&nbsp;Keyoor Joshi","doi":"10.1002/icd.2507","DOIUrl":"10.1002/icd.2507","url":null,"abstract":"<p>High-frequency heart rate variability (hf-HRV) theoretically provides a biomarker for self-regulation, although studies with young children offer mixed findings regarding the relevance of emotional demands in this link. We aimed to describe variation in children's hf-HRV during tasks with relatively high and low emotional load and to determine the relation of hf-HRV during these tasks to different behavioural measures of children's self-regulation. Electrocardiograms were recorded in 80 3–5-year-olds (<i>M</i> = 57 months; 54% male, 47% female; 87% White, 8% mixed/other race, 2% African American/Black, 1% were Asian and 1% Hispanic/Latinx) whilst they completed a Go/No-go task with low emotional load and an emotionally challenging Delay Frustration task. Mean hf-HRV was similar across these tasks, although it increased during a between-task rest interval. Accounting for age, gender and caregiver education, hf-HRV during the Go/No-go task correlated with task performance, whereas hf-HRV during the emotional task correlated with caregiver-reported regulation (<i>Psuedo R</i>\u0000 ² = 03–0.05). Greater hf-HRV withdrawal during the tasks correlated with weaker Go/No performance and increased behavioural frustration (<i>Psuedo R</i>\u0000 ² = 0.08–0.13). Children's maintenance of hf-HRV during emotional and cognitive challenges may support their effective self-regulation.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 6","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.2507","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140545484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The affective, cognitive, and physiological effects of implementing antecedent-focused emotion regulation strategies in childhood","authors":"Elizabeth L. Davis,&nbsp;Shannon M. Brady,&nbsp;Kasey Pankratz,&nbsp;Zariah Tolman,&nbsp;Parisa Parsafar,&nbsp;Emily W. Shih","doi":"10.1002/icd.2509","DOIUrl":"10.1002/icd.2509","url":null,"abstract":"<p>Different components of emotional responding may be affected by using specific emotion regulation strategies that enable children's volitional self-regulation. This study examined the affective, cognitive, and physiological effects of experimentally instructing children to deploy distraction or reappraisal to regulate negative emotion during an evocative film clip. One-hundred eighty-four 4- to 11-year-old children [<i>M</i> = 7.66 years; <i>SD</i> = 2.33 years; 94 girls; mixed race (36%), Latino/Latina (30%), European American (19%), African American (11%), Asian American (2%), or other (2%)] participated. Neither strategy affected observed distress or self-reported negative emotion. Relative to a control condition, children instructed to use reappraisal reported attenuated rumination. Distraction also predicted attenuated rumination, as well as a pattern of parasympathetic reactivity indicative of disengagement that correlated with parents' reported use of minimizing and punitive emotion socialization practices. Findings underscore the utility of multi-method approaches that examine parasympathetic activity in conjunction with volitional measures of self-regulation.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 6","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.2509","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140551947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Piloting a battery to evaluate parasympathetic reactivity and externalizing behaviours during early childhood in autism spectrum disorder","authors":"Yael Braverman,&nbsp;Madison Surmacz,&nbsp;Gina Schnur,&nbsp;Nasim Sheikhi,&nbsp;Susan Faja","doi":"10.1002/icd.2504","DOIUrl":"10.1002/icd.2504","url":null,"abstract":"<p>Respiratory Sinus Arrhythmia Reactivity (RSA-R) correlates both positively and negatively with externalizing behaviour in autistic individuals. These inconsistencies may result from task-based differences. This pilot study measured RSA-R in 4-to 6-year-olds, across two timepoints, using four validated tasks with matched baseline and challenge periods. Social, cognitive, sensory and emotional tasks were employed to evaluate the use of a domain-specific approach in measuring RSA-R in young autistic children. RSA and parent-reported externalizing behaviour were collected from 16 children (<i>M</i>\u0000 _age = 5.60 years; 13 male; 12 White/Caucasian; 15 non-Hispanic/Latine). RSA-R was measured by the difference score of the challenge task minus its corresponding comparison task. Correlations were computed to evaluate associations between RSA-R and behaviour. RSA was reliably measured for 3/4 tasks (0.694 ≤ intraclass correlation coefficients [ICCs] ≤ 0.896). Only RSA-R during a social task correlated with externalizing behaviour. These results support using a battery that measures a range of challenges, differing in social demands, to characterize how arousal contributes to emotion regulation demands among young autistic children.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 6","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140551970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Infant sleep and anxiety disorders in early childhood: Findings from an Australian pregnancy cohort study","authors":"Kelli K. MacMillan,&nbsp;Declan Bourke,&nbsp;Stuart J. Watson,&nbsp;Andrew J. Lewis,&nbsp;Douglas M. Teti,&nbsp;Helen L. Ball,&nbsp;Megan Galbally","doi":"10.1002/icd.2501","DOIUrl":"10.1002/icd.2501","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Emphasis on continuous infant sleep overnight may be driven by parental concern of risk to child mental health outcomes. The Mercy Pregnancy and Emotional Wellbeing Study (MPEWS) examined whether infant sleep at 6 and 12 months postpartum predicts anxiety disorders at 2–4 years, and whether this is moderated by maternal depression, active physical comforting (APC) or maternal cognitions about infant sleep. Data included 349 women and infants. Infant sleep was measured using the Brief Infant Sleep Questionnaire and child anxiety disorders by the Preschool Age Psychiatric Assessment. The risk of developing generalised anxiety or social phobia disorders at 3–4 years was reduced by 42% (<i>p</i> = 0.001) and 31% (<i>p</i> = 0.001), respectively, for a one standard deviation increase in total sleep at 12 months. No other infant sleep outcomes were associated. Maternal depression, APC and cognitions about infant sleep did not significantly moderate these relationships. Focus may need to be on total infant sleep, rather than when sleep is achieved.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>To assess whether infant sleep outcomes (i.e., frequency of nocturnal wakes; nocturnal wakefulness and total sleep per day) at 6 and 12 months predict early childhood anxiety disorders at 3–4 years of age.</li>\u0000 \u0000 <li>Maternally reported infant sleep outcomes were not associated with the risk of developing early childhood anxiety disorders at 3–4 years.</li>\u0000 \u0000 <li>It may be total infant sleep, irrespective of when sleep occurs or night waking and, independently, active physical comforting that requires further investigation.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.2501","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140118017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Differential cognitive correlates in processing symbolic and situational mathematics","authors":"Jiaxin Cui,&nbsp;Fan Yang,&nbsp;Yuanyi Peng,&nbsp;Saisai Wang,&nbsp;Xinlin Zhou","doi":"10.1002/icd.2500","DOIUrl":"10.1002/icd.2500","url":null,"abstract":"<p>Symbolic and situational mathematics are the two major representations of mathematical knowledge. Although previous literature has studied the relationship between the two from the perspective of teaching practice, learning effectiveness and behavioural performance, there is still a lack of empirical psychological research on cognitive mechanisms to explore the psychological processes of the two. The current study investigated the relationship between symbolic and situational mathematics by determining the differences in cognitive correlates between the two in fourth-grade children. Their symbolic and situational mathematics abilities were assessed using symbolic and situational enumeration tests under the same conditions. Several types of general cognitive abilities, language processing and academic achievements were also examined. Results showed that both situational and symbolic mathematics are crucial for mathematical achievement. Arithmetic computation is closely correlated with symbolic mathematics, whereas spatial processing and inductive reasoning ability are uniquely correlated with situational mathematics. The results suggest that situational and symbolic mathematics have separate cognitive correlates, which means the two are distinct in terms of psychological processing.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140069832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"COVID-19 pandemic impacts on kindergarteners' mental health: A qualitative study of perspectives of U.S. mothers with low income","authors":"Khara L. P. Turnbull,&nbsp;Brianna Jaworski,&nbsp;Deiby Mayaris Cubides Mateus,&nbsp;Frances L. Coolman,&nbsp;Jennifer LoCasale-Crouch,&nbsp;Rachel Y. Moon,&nbsp;Fern R. Hauck,&nbsp;Ann Kellams,&nbsp;Eve R. Colson","doi":"10.1002/icd.2503","DOIUrl":"10.1002/icd.2503","url":null,"abstract":"<p>Because the COVID-19 pandemic has been implicated in increased mental health concerns for families of low income, we aimed to describe maternal perspectives about the pandemic's impact on their kindergartener's mental health during the 2020–2021 school year. We conducted 22 in-depth, semi-structured interviews with U.S. mothers with low income who had kindergarten-age children (50% male and 50% female). All participants were female, ranging in age from 24 to 44 years, and reported the following ethnic/racial identities: non-Hispanic Black or African American (41%), Hispanic of any race (36%) and non-Hispanic, White (23%). With a team comprising multiple researchers from varied disciplines (e.g., medicine, education and public health) our analytic process used an iterative approach for developing and revising codes and themes until we reached thematic saturation. Most mothers described negative impacts on social, behavioural and emotional aspects of mental health. Some described positive social impacts, including strengthened family relationships. Mothers described no positive changes to behavioural or emotional aspects of mental health. Maternal perspectives suggest the importance of prioritising access to screening and treating mental health needs to support children's kindergarten transition, mitigate pandemic impacts and plan for future disruptions.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.2503","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140026532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How still? Parent–infant interaction during the still-face and later infant attachment","authors":"Yeojin A. Ahn,&nbsp;Katherine Martin,&nbsp;Emily B. Prince,&nbsp;Sy-Miin Chow,&nbsp;Jeffrey F. Cohn,&nbsp;Jue Wang,&nbsp;Elizabeth A. Simpson,&nbsp;Daniel S. Messinger","doi":"10.1002/icd.2492","DOIUrl":"10.1002/icd.2492","url":null,"abstract":"<p>In the still-face episode of the Face-to-Face/Still-Face (FFSF), parents are asked to become unresponsive. However, infant–parent interaction may be irrepressible, and there is some evidence that interaction during the still-face is associated with attachment outcome. To explore these questions, we independently coded the continuous affective valence (negative to positive) of seventy-three 6-month-old infants (45 males; 36 Hispanic/Latinx; 38 White, 3 Black/African-American, 2 Asian, 30 multiracial) and their parents (<i>M</i>_age = 36 years; 5 males; 30 Hispanic/Latinx; 65 White, 3 Black/African-American, 2 Asian, 2 unknown) during the FFSF and assessed attachment at 15 months with the Strange Situation Procedure (<i>n</i> = 66). There was a mean positive correlation between moment-to-moment parent and infant affective valence, indicating synchronous affective interaction during the still-face (<i>d</i> = 0.63). Higher levels of affect interaction during the still-face episode were detected in infants later classified as disorganised compared to securely attached (<i>d</i> = 0.97). Findings underscore the importance of testing for still-face interaction and suggest that this interaction may be an unappreciated predictor of infant attachment outcomes.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140034972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}