Infant and Child Development最新文献

{"title":"Who Am I? A Longitudinal Investigation of the Multidimensional Self","authors":"Yaroslava Goncharova, Josephine Ross","doi":"10.1002/icd.2556","DOIUrl":"https://doi.org/10.1002/icd.2556","url":null,"abstract":"Cross‐sectional research employing the mirror mark test of self‐recognition has dominated research focused on the development of self‐reflection in children. However, the mirror mark test may fail to capture the complexity of self as a social object, and the developmental antecedents and consequences of self‐reflection remain largely uncharted. Here, we provide an overview of the extant longitudinal data on mirror self‐recognition and present our own longitudinal findings based on a multidimensional parent‐report measure of children's self‐development. Offering a snapshot of development over 3 months for 74 children aged between 14 and 36 months, and mirroring extant longitudinal data for mirror self‐recognition, our results suggest that increases in self‐reflection are longitudinally related to developments in pretend play, prosocial behaviour, imitation and declarative pointing. However, although baseline self‐reflection was statistically predictive of children's prosocial behaviour at follow‐up, no strong developmental predictor of self‐reflection emerged. We conclude that more longitudinal research, moving beyond or supplementing mirror self‐recognition, is needed to identify the cognitive and social precursors of self‐reflection. Nevertheless, growth in ‘moral’ behaviour emerges as a significant developmental consequence of this capacity in a western sample. Further research is needed to explore cultural variability in developmental pathways to and from self‐reflection.","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"81 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142684273","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":"Children presume confident informants will be accurate (until proven otherwise)","authors":"Sophie Fobert, Rose Varin, Isabelle Cossette, Kaitline R. C. Fournier, Patricia E. Brosseau‐Liard","doi":"10.1002/icd.2551","DOIUrl":"https://doi.org/10.1002/icd.2551","url":null,"abstract":"Past research has demonstrated that children prefer to learn from confident rather than hesitant informants. It is frequently assumed that they do so because they believe confidence to predict a person's knowledge and future accuracy; however, this assumption has not previously been tested. The present investigation therefore explored how 3‐ to 8‐year‐old children interpret informant confidence. Study 1 (<jats:italic>N</jats:italic> = 84) aimed to address whether informant confidence is interpreted as an indicator of knowledge. Study 2 (<jats:italic>N</jats:italic> = 87) explored how children's interpretation changes with conflicting informant credibility cues. Findings demonstrate that school‐aged children, but not preschoolers, expect correct statements from confident individuals and incorrect statements from hesitant informants. Additionally, school‐age children attribute word knowledge to a previously confident informant. When accuracy conflicts with confidence, accuracy drives 3‐ to 8‐year‐old children's knowledge attributions. This investigation builds on previous research and suggests that, by age 5 or 6, children do make individual epistemic inferences based on informant confidence.","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"2 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142690780","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":"Affordances in the Home Environment for Motor Development for Turkish Children: Cultural Adaptation, Validity and Reliability Analysis","authors":"Başak Ergün, Gözde Önal, Gülşah Zengin Yazıcı, Gökçen Akyürek","doi":"10.1002/icd.2555","DOIUrl":"https://doi.org/10.1002/icd.2555","url":null,"abstract":"The home environment is a significant factor that greatly influences the motor development of children. This study aims to examine the cultural adaptation validity and reliability of the Affordances in the Home Environment for Motor Development (AHEMD‐SR) for Turkish children aged 18–42 months. The study included 103 Turkish children (mean age = 29.3 ± 7.4 months; 57.3% female, 42.6% male). The majority of participants were from middle‐income families. The AHEMD‐SR was administered to parents, and test–retest reliability was evaluated with a subsample of 30 families. The Cronbach's alpha coefficient and Intraclass Correlation Coefficient (ICC) were calculated to assess reliability, while correlations with the Denver Developmental Screening Tool 2 (DDST‐2) were examined for convergent validity. The Cronbach's alpha coefficient of the AHEMD‐SR was 0.815, and the ICC for test–retest reliability was 0.889. The AHEMD‐SR total score correlated with DDST‐2's social development (<jats:italic>r</jats:italic> = 0.32), fine motor development (<jats:italic>r</jats:italic> = 0.33) and gross motor development (<jats:italic>r</jats:italic> = 0.33) domains (all <jats:italic>p</jats:italic> &lt; 0.05). The Turkish version of the AHEMD‐SR was found to be a valid and reliable tool for assessing the home environment's impact on motor development in children aged 18–42 months. This questionnaire can provide valuable insights into how to enhance home environments to better support children's motor development in Turkey.","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"1 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142678233","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":"Qualities That Mexican, Dominican and African American US Mothers Attribute to ‘Good’ and ‘Bad’ Mothers and Fathers","authors":"Yana Kuchirko, Anna Bennet, Marimar Pérez De León, Marina Piñeiro‐Barrera, Quyn Marki‐Wright","doi":"10.1002/icd.2557","DOIUrl":"https://doi.org/10.1002/icd.2557","url":null,"abstract":"Women raise children within cultural ideologies that enforce gendered standards for caregiving. In market‐driven societies, working mothers face the ‘intensive mothering ideology’, which demands self‐sacrifice for children while promoting self‐interest at work. Fathers are primarily framed as breadwinners. We know little about how ethnically and racially diverse, low‐SES mothers construct ideas of good and bad parenting. In this study, we examined Dominican, African American and Mexican US‐based mothers' perspectives on ideal qualities of mothers and fathers (<jats:italic>N</jats:italic> = 193, daughters = 51.3%, <jats:italic>M</jats:italic><jats:sub>Age</jats:sub> = 26.27). Using semantic and latent coding, we analysed the content and framing of mothers' responses, which fell into 28 themes, emphasising idealised parenting as providing basic needs, emotional support, education and embodying desired traits. Our latent analyses captured the frequencies of qualities mentioned by mothers, whether they centered children or parents, the presence or absence of qualities and performed actions or embodied characteristics. Our findings highlight the social constructions of mothering and fathering and offer a foundation for future mixed‐methods research.","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"128 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142670504","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":"Infants adapt their pointing frequency to experimentally manipulated parent responsiveness but not parent pointing","authors":"Katharina Kaletsch, Ulf Liszkowski","doi":"10.1002/icd.2548","DOIUrl":"https://doi.org/10.1002/icd.2548","url":null,"abstract":"<jats:label/>Infant pointing is predictive of later language development, but little is known about factors enhancing the development of pointing. The current study investigated two possible social learning mechanisms in the development of pointing. Given that infants observe their caregivers' pointing gestures from early on, one possibility is learning via imitation. A second possibility is that caregivers' contingent reactions to infant communication promote communicative exchange, including pointing. To test which of these behaviours influences infants' pointing frequency, we manipulated parents' pointing frequency and their responsive behaviour via instructions in a cross‐sectional 2 × 3 design. We randomly assigned 12‐months‐old infants (<jats:italic>N</jats:italic> = 131, 65 females) and one of their parents to six different experimental groups. Participants were predominantly central Europeans from middle to high socioeconomic backgrounds. Data were collected with an online remote adaption of the decorated‐room paradigm. Parents successfully adapted their behaviours to the instructions. Parents' increased responsiveness, but not their increased pointing in general, significantly enhanced infants' pointing frequency (<jats:italic>d</jats:italic> = 0.36). Regression results further revealed that parents' responsive pointing positively predicted infants' pointing frequency. Findings question direct imitation accounts of pointing and identify responsive social interactions, including responsive pointing, as factors enhancing the occurrence of pointing in infancy.Highlights<jats:list list-type=\"bullet\"> <jats:list-item>Imitation and responsive social interaction are possible social learning mechanisms in the development of pointing.</jats:list-item> <jats:list-item>Experimental manipulation of parental behaviours reveals that infant pointing increases when parents are particularly responsive, but not when parents point a lot in general.</jats:list-item> <jats:list-item>Parents' responsiveness through pointing gestures may be especially suited to enhance infants' pointing frequencies.</jats:list-item> </jats:list>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"34 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142601941","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":"Parasympathetic regulation and maternal parenting as longitudinal predictors of preschooler inhibitory control","authors":"Jennifer J. Phillips, Cheyenne A. Williams, John H. Hunter, Martha Ann Bell","doi":"10.1002/icd.2553","DOIUrl":"https://doi.org/10.1002/icd.2553","url":null,"abstract":"Measures of parasympathetic regulation, such as respiratory sinus arrhythmia (RSA), predict executive function outcomes, including inhibitory control, across childhood. Respiratory sinus arrhythmia augmentation tends to be associated with more maladaptive outcomes, compared to RSA suppression, but the literature regarding RSA profiles and inhibitory control development across infancy and early childhood is contradictory. The goal of our current study was to examine the longitudinal and interactive effects of infant RSA during a frustrating task with negative maternal characteristics on inhibitory control during early childhood. Participants included 410 children (209 girls, 77.6% White, 92.9% non‐Hispanic) and their mothers. With small to moderate effect sizes (<jats:italic>r</jats:italic><jats:sup>2</jats:sup> range from 0.124 to 0.143), we demonstrated that maternal negative affect when children were 36 months old moderated the association between 10‐month‐old RSA during a frustrating task and 48‐month‐old inhibitory control, such that RSA suppression predicted higher levels of inhibitory control, but only when mothers exhibited high levels of negative affect. Our results highlight the biosocial framework under which child inhibitory control develops.","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"37 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142599296","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":"Toddlers' emotion vocalizations during peer conflicts and contingent teacher interventions in early care and education settings","authors":"Lukas D. Lopez, Kyong‐Ah Kwon, Hyun‐Joo Jeon, Courtney Dewhirst, Sun Geun Kim, Francisca Jensen","doi":"10.1002/icd.2550","DOIUrl":"https://doi.org/10.1002/icd.2550","url":null,"abstract":"This study used naturalistic audio–visual recordings from early care and education (ECE) settings to examine the associations between toddlers' (76 toddlers, 40 female, <jats:italic>M</jats:italic><jats:sub>age</jats:sub> = 32.94 months, SD = 4.92 months) multimodal emotion expressions and emotion‐related vocalizations with contingent teacher interventions. Findings indicated a correspondence between multimodal emotion expressions and emotion‐related vocalizations, such that screams and yells corresponded with anger expressions, and cries corresponded with sadness expressions. Time series analysis indicated that toddlers' emotion vocalizations significantly predicted subsequent contingent teacher interventions. Specifically, toddlers' multimodal sadness expressions with vocalizations increased the likelihood of evoking a contingent teacher response seven times more than other emotions and vocalizations. Implications for multimodal emotion correspondences, emotion dynamics, and toddlers' distress expressions are discussed.","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"3 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142594510","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":"The link between early iconic gesture comprehension and receptive language","authors":"Işıl Doğan, Demet Özer, Aslı Aktan‐Erciyes, Reyhan Furman, Ö. Ece Demir‐Lira, Şeyda Özçalışkan, Tilbe Göksun","doi":"10.1002/icd.2552","DOIUrl":"https://doi.org/10.1002/icd.2552","url":null,"abstract":"Children comprehend iconic gestures relatively later than deictic gestures. Previous research with English‐learning children indicated that they could comprehend iconic gestures at 26 months, a pattern whose extension to other languages is not yet known. The present study examined Turkish‐learning children's iconic gesture comprehension and its relation to their receptive vocabulary knowledge. Turkish‐learning children between the ages of 22‐ and 30‐month‐olds (<jats:italic>N</jats:italic> = 92, <jats:italic>M</jats:italic> = 25.6 months, SD = 1.6; 51 girls) completed a gesture comprehension task in which they were asked to choose the correct picture that matched the experimenter's speech and iconic gestures. They were also administered a standardized receptive vocabulary test. Children's performance in the gesture comprehension task increased with age, which was also related to their receptive vocabulary knowledge. When children were categorized into younger and older age groups based on the median age (i.e., 26 months—the age at which iconic gesture comprehension was present for English‐learning children), only the older group performed at chance level in the task. At the same time, receptive vocabulary was positively related to gesture comprehension for younger but not older children. These findings suggest a shift in iconic gesture comprehension at around 26 months and indicate a possible link between receptive vocabulary knowledge and iconic gesture comprehension, particularly for children younger than 26 months.","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"13 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142594586","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":"Coparenting conflict moderates the association between maternal prenatal depressive symptoms and infant regulatory capacity","authors":"Tiago Miguel Pinto, Mark Ethan Feinberg, Bárbara Figueiredo","doi":"10.1002/icd.2549","DOIUrl":"https://doi.org/10.1002/icd.2549","url":null,"abstract":"As a development‐enhancing or a risk‐promoting environment, coparenting may shape the association between maternal prenatal depressive symptoms and infant regulatory capacity. This study aimed to analyse the moderator role of coparenting cooperation and conflict in the association between maternal prenatal depressive symptoms and infant regulatory capacity at 3 months. The sample comprised 103 primiparous couples (<jats:italic>N</jats:italic> = 206 parents) and their 3‐month‐old infants (53.7% female). Mothers reported on depressive symptoms at the first trimester of pregnancy, and both parents reported on coparenting, and infant regulatory capacity at 2 weeks and 3 months postpartum. Higher levels of maternal prenatal depressive symptoms and higher levels of coparenting conflict reported by parents at 2 weeks postpartum were associated with lower infant regulatory capacity at 3 months. Coparenting conflict at 2 weeks postpartum accentuated the association between maternal prenatal depressive symptoms and infant regulatory capacity at 3 months. The results support a view of coparenting conflict as a risk‐promoting environment that can accentuate the association between maternal prenatal depressive symptoms and infant regulatory capacity. Infants in families with mothers with elevated prenatal depressive symptoms and with high levels of coparenting conflict may be at high risk of low regulatory capacity.","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"17 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142574369","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":"Initial examination of use of the Brief Observation of Social‐Communication Change (BOSCC) across home and school contexts","authors":"Stephanie S. Reszka, Anna Wallisch, Brian A. Boyd, Linda R. Watson, Nicolette Grasley‐Boy","doi":"10.1002/icd.2547","DOIUrl":"https://doi.org/10.1002/icd.2547","url":null,"abstract":"This study investigated the potential influences of administration context on the measurement of child skills. The Brief Observation of Social‐Communication Change (BOSCC) was administered at two time points to preschool‐aged children with autism in two contexts: (1) at school by trained research staff and (2) at home by the parent. Participants were of ages 3–5 years (<jats:italic>M</jats:italic> = 4.27 years) old with a confirmed diagnosis of Autism Spectrum Disorder. Of the 13 participants (nine male), eight were White, three Asian, one Black and one White/Black; all identified as non‐Hispanic. The social‐communication and Core total scores yield similar information in both contexts, but Restricted and Repetitive Behaviors and Other Abnormal Behavior subscales scores were not related. These results underscore the importance of purposeful selection of measures and their administration context.","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"232 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142444514","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}