Infant and Child Development最新文献

{"title":"Early perspective taking predicts later cognitive flexibility: A longitudinal study","authors":"Daniela Kloo, Larissa J. Kaltefleiter, Beate Sodian","doi":"10.1002/icd.2537","DOIUrl":"https://doi.org/10.1002/icd.2537","url":null,"abstract":"Perspective taking and cognitive flexibility are important abilities for navigating our everyday lives. In this longitudinal study with 108 children (61 girls, mostly White), we investigated the developmental relation between Level 1 perspective taking at 27 months of age and Level 2 perspective taking at 52 months of age as well as relations to cognitive flexibility at 52 months of age. We found that early perspective taking was significantly related to later, more complex perspective taking abilities as well as to cognitive flexibility. This highlights the importance of early perspective taking abilities for later perspective understanding and flexible cognition.","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"6 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142171205","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":"Development and validation of a metacognitive assessment tool for Turkish preschool children: A test for 48–66 months‐old","authors":"Hatice Merve İmir, K. Büşra Kaynak‐Ekici, Z. Fulya Temel","doi":"10.1002/icd.2536","DOIUrl":"https://doi.org/10.1002/icd.2536","url":null,"abstract":"This study examines metacognitive monitoring in Turkish preschoolers aged 48–66 months, crucial for their learning and development. A specialised paired‐association task was designed to assess higher‐order thinking skills in this age group. Data from 160 children (52.5% girls, 47.5% boys; mean age 57.6 months, standard deviation 4.8) were analysed. The Metacognitive Thinking Test includes Recall and Judgement sections, where children rate confidence after recall attempts. Factor analysis of the Judgement Part revealed a two‐factor structure with 14 items demonstrating memory‐confidence alignment. The overall test's Cronbach's alpha value is 0.820. Notably, children tended to overestimate inaccurate recollections, aligning with the Dunning–Kruger effect. Despite limitations, the study sheds light on the complex relationship between confidence and accuracy in young children's metacognitive monitoring development, laying the foundation for further research in this area.","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"28 17 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142142597","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":"Caregiver executive functions are associated with infant visual working memory","authors":"Ghada Amaireh, Line Caes, Aimee Theyer, Christina Davidson, Sobanawartiny Wijeakumar","doi":"10.1002/icd.2543","DOIUrl":"https://doi.org/10.1002/icd.2543","url":null,"abstract":"<jats:label/>Caregiver executive functions (EFs) play an integral role in shaping cognitive development. Here, we investigated how caregiver EF abilities (86 caregivers; <jats:italic>mean age</jats:italic> = 33.4 years, SD = 4.5) was associated with visual working memory (VWM) in infants (86 infants females; mean age = 250.6 days, SD = 35.8). The BRIEF‐A was used to assess caregiver EFs, and a preferential looking task along with fNIRS was used to assess VWM function in infants. Our findings revealed that better caregiver behavioral regulation was associated with better VWM performance, greater right‐lateralized parietal activation, and left‐lateralized frontal suppression, while better caregiver metacognition and emotional control was associated with greater right‐lateralized temporal suppression in infants. Taken together, these associations suggest that better caregiver EF abilities might shape visuo‐spatial attention and memory, guide fixation on task‐relevant goals, and suppress distractions in children from as early as the first year of life.Highlights<jats:list list-type=\"bullet\"> <jats:list-item>The study investigated the association between caregiver executive functions (EF) and visual working memory (VWM) function in infants.</jats:list-item> <jats:list-item>Caregiver EFs were assessed using the BRIEF‐A questionnaire, and infant VWM function was assessed using the preferential‐looking task and brain imaging.</jats:list-item> <jats:list-item>Better caregiver EF abilities were associated with better VWM behavior and fronto‐temporo‐parietal engagement in infants.</jats:list-item> </jats:list>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"39 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142142598","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":"Factors influencing kindergarten Families' perceptions of home–school interactions","authors":"Judy Paulick, Alexa Quinn, Jessica Whittaker, Virginia Vitiello, Robert Pianta","doi":"10.1002/icd.2540","DOIUrl":"https://doi.org/10.1002/icd.2540","url":null,"abstract":"The transition to and through kindergarten is consequential for the academic, social, and emotional wellbeing of children. Policies and practices are in place to smooth that transition. Researchers are working to understand which practices work best and for whom, particularly as the student population in U.S. schools continues to diversify. In this study, we analysed data from a large longitudinal study of racially, ethnically, and linguistically diverse families, children, and their teachers. We used multi‐level modelling to examine the factors associated with families' reports of strong home–school interactions at the transition to and through kindergarten on the Family Involvement Questionnaire. We found that children having attended preschool and lower class size were associated with family reports of strong interactions. Surprisingly, we also found that teacher–family language match, teachers' self‐efficacy for working with families, and teachers' beliefs about children were not significantly associated with families' reports of strong or weak interactions. This work has implications for family engagement policy and practice as children transition to and through kindergarten.","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"6 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142123518","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":"Development and predictors of reading skills in a 5‐year Italian longitudinal study","authors":"Sara Mascheretti, Chiara Luoni, Sandro Franceschini, Elena Capelli, Laura Farinotti, Renato Borgatti, Serena Lecce, Cristiano Termine","doi":"10.1002/icd.2542","DOIUrl":"https://doi.org/10.1002/icd.2542","url":null,"abstract":"<jats:label/>Limited longitudinal studies have explored the development of reading, along with its predictors, in a language characterized by shallow orthography and a simple syllabic structure. In a 5‐year longitudinal study, we investigated the development of reading skills in 327 Italian‐speaking children (male: <jats:italic>n</jats:italic> = 180, 55%) from Grade 1 (mean age = 6.16 ± 0.28) to Grade 5 (mean age = 10.82 ± 0.31). We tested their reading performance at the end of each school year (Grade 1–5) and examined the impact of early cognitive factors (phonological awareness‐PA, verbal short‐term memory‐vSTM, and non‐verbal intelligence), environmental factors (socioeconomic status) as well as Grade 1 reading proficiency on subsequent reading development. A linear development of reading skills was found in both children classified as typical readers and those with reading disabilities. Non‐verbal intelligence, PA, vSTM and reading proficiency at the end of Grade 1 predicted reading development throughout primary school (reading speed: R2‐Intercept = 61.8%; R2‐Slope = 12.9%, and reading accuracy: R2‐Intercept = 40.1%; R2‐Slope = 22.2%). The stability of reading performance across school grades highlights the significance of early reading skills as a marker and target for early intervention programs.Highlights<jats:list list-type=\"bullet\"> <jats:list-item>To investigate reading development throughout primary school in an Italian‐speaking sample, and the impact of early cognitive and environmental predictors.</jats:list-item> <jats:list-item>Reading development was linear and predicted by early cognitive skills, as assessed by repeated measures ANOVAs and growth curve modelling.</jats:list-item> <jats:list-item>These findings highlight the importance of supporting reading development as early as the end of Grade 1.</jats:list-item> </jats:list>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"52 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142100784","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 longitudinal association between COVID‐19 stressors and adolescents' diurnal cortisol: The mediating effects of parental anxiety and behaviours","authors":"Man Li, Fengjiao He, Qili Lan, Chen Zhang, Yinyin Zang, Li Wang","doi":"10.1002/icd.2541","DOIUrl":"https://doi.org/10.1002/icd.2541","url":null,"abstract":"During the COVID‐19 pandemic, research indicated increased psychological distress among adolescents. However, limited research has investigated the association between COVID‐19‐related stress and the adolescent hypothalamic–pituitary–adrenal (HPA) axis, a critical stress response system. To address this gap, we conducted a longitudinal study exploring the relationship between COVID‐19 stressors and adolescent HPA activity. We recruited 121 adolescents (<jats:italic>M</jats:italic><jats:sub>age</jats:sub> = 10.02) and their parents. One parent reported COVID‐19 stressors and their own anxiety, while adolescents reported parenting behaviours. Diurnal cortisol levels in adolescents were assessed 4 months later. Our results found that the association between COVID‐19 stressors and diurnal cortisol levels was sequentially mediated by parental anxiety and indifference, but not parental caring. These findings underscore the detrimental effects of negative parental behaviours on adolescent HPA axis during the pandemic. Therefore, interventions targeting reduced parental anxiety and negative parental behaviours may effectively protect adolescents' mental health in such circumstances.","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"7 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142050601","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":"When do generics lead to social essentialism: Developmental evidence from Iran","authors":"Ghazaleh Shahbazi, Hossein Samani, Tara M. Mandalaywala, Khatereh Borhani, Telli Davoodi","doi":"10.1002/icd.2538","DOIUrl":"https://doi.org/10.1002/icd.2538","url":null,"abstract":"Generic descriptions (e.g., ‘girls are emotional’) are argued to play a major role in the development of essentialist reasoning about social categories. Although generics are prevalent across languages, studies exploring if and how generic language leads to essentialism have almost exclusively been conducted in English‐speaking communities and among Western samples. This is a significant limitation as scholars posit that generic language is a universal cue that signals which categories are culturally relevant. However, without research asking whether generics have similar consequences across diverse cultural and linguistic contexts, it is impossible to make a claim of universality. Here, we will fill this gap, by replicating and extending a previous U.S.‐based study assessing the effects of generic language in a sample of Persian‐speaking 6 to 9‐year‐old children (<jats:italic>N</jats:italic> = 160) and adults (<jats:italic>N</jats:italic> = 160) in Iran. Participants will hear generic (‘Foolies’) or specific (‘This Foolie’) statements (between subjects) that ascribe biological or cultural features to the novel social category of Foolies. We will measure the degree to which exposure to these statements leads to kindhood reasoning (i.e., offering formal explanations for category features) and essentialist reasoning in terms of inheritability. Identifying similar patterns in the Iranian sample as in prior US‐based work will support the hypothesis that generic language signals category importance and licences kindhood but does not contribute directly to reasoning about social categories as biologically inheritable. This work contributes to diversifying the field and critically informs theories of social essentialism.","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"3 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141991894","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":"Investigating correlates of children's emotional well‐being: Parenting stress and child temperament","authors":"Şevval Çelebi, Ibrahim H. Acar","doi":"10.1002/icd.2539","DOIUrl":"https://doi.org/10.1002/icd.2539","url":null,"abstract":"<jats:label/>Children's emotional well‐being may emerge as a result of the dynamic interplay between individual factors, such as temperament and environmental factors, such as parenting stress. The current study aimed to investigate the contributions of child temperament and parenting stress to children's emotional well‐being. This study also examined the moderating role of parenting stress on the association between child temperament and children's emotional well‐being. Participants were mothers of 219 Turkish preschool children (110 girls) aged 36 months to 76 months (<jats:italic>M</jats:italic> = 56.95 months, SD = 11.73 months). Mothers reported on children's emotional well‐being (emotion regulation, emotion dysregulation, child aggression and child anxiety), temperament (persistence and reactivity) and parenting stress. Persistence was negatively associated with emotion dysregulation and child aggression, while reactivity was negatively associated with emotion regulation and positively associated with emotion dysregulation, aggression and anxiety. Parenting stress was negatively associated with emotion regulation and positively associated with emotion dysregulation, aggression and anxiety. Simple slope analyses revealed that high persistence coupled with low parenting stress was associated with higher emotion regulation, while low persistence paired with high parenting stress was linked to higher child aggression. The findings underline the significance of child temperament and parenting stress for children's emotional well‐being.Highlights<jats:list list-type=\"bullet\"> <jats:list-item>Temperamental persistence is negatively associated with emotion dysregulation and aggression.</jats:list-item> <jats:list-item>Temperamental reactivity is negatively associated with emotion regulation and positively associated with emotion dysregulation, aggression and anxiety.</jats:list-item> <jats:list-item>Parenting stress was negatively associated with emotion regulation and positively associated with emotion dysregulation, aggression and anxiety in children.</jats:list-item> </jats:list>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"2023 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141910315","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":"Remote assessment of the association between early executive function and mathematics skills","authors":"Jasmine R. Ernst,&nbsp;Sarah E. Pan,&nbsp;Stephanie M. Carlson","doi":"10.1002/icd.2534","DOIUrl":"10.1002/icd.2534","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Executive function (EF) skills are consistently associated with global mathematics assessments. However, less is known about which specific mathematics skills invoke EF in early childhood. We adapted batteries of EF, numerical, and patterning tasks to be conducted via synchronous video conferencing with typically developing 4-year-old children (<i>N</i> = 115, 56.6% female, 85.2% White, non-Hispanic, 7.8% Multiracial, 0.9% Hispanic, 0.9% Black, 1.7% American Indian/Alaska Native, 2.6% Asian and 0.9% missing) from primarily upper middle class households (maternal education range: some college to graduate or professional degree, mode = graduate or professional degree) in the United States. We found feasibility of remote adaptation varied greatly by task. Just over half of enrolled children (57.02%) completed all tasks and there were higher rates of missingness compared to an in-person sample with a similar age range collected in schools. Nonetheless, working memory predicted various mathematics skills, including patterning, verbal counting, and number comparison, controlling for age and maternal education. Relations between cognitive flexibility and patterning varied across model specifications. Overall, these findings provide insight into the costs and benefits of remotely administered direct assessments of EF and mathematics in early childhood and add to the growing body of literature suggesting working memory plays an important role in several foundational early mathematics skills. Suggestions are offered for remote assessment with preschoolers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Executive function and mathematics tasks were adapted for remote use and associations among skill sets were examined.</li>\u0000 \u0000 <li>Remotely administered data collection sessions had higher rates of missingness than comparable in-person studies.</li>\u0000 \u0000 <li>Findings replicate and extend prior work on the associations between working memory and patterning, verbal counting, and number comparison in a remote setting.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 5","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.2534","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141862238","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":"Beyond the false belief task: How children develop their knowledge about the mind","authors":"Marta Białecka,&nbsp;Arkadiusz Gut,&nbsp;Małgorzata Stępień-Nycz,&nbsp;Krystian Macheta,&nbsp;Jakub Janczura","doi":"10.1002/icd.2528","DOIUrl":"10.1002/icd.2528","url":null,"abstract":"<p>Previous research on children's knowledge about the mind has primarily focused on their comprehension of false beliefs, leaving the conceptualization of thoughts and thinking less explored. To address this gap, we developed a new assessment tool, the interview about the mind (IaM), to assess children's understanding of the mind. Two studies involving Polish preschool and early school-aged children were conducted to assess the validity and reliability of the tool: a cross-sectional study with 212 preschoolers aged three to 6 years (106 boys, <i>M</i> = 59 months) followed by a longitudinal study with approximately 200 children (110 boys) assessed at ages 5.5, 6.5, and 7.5 years. We found that the IaM possesses robust psychometric properties and a one-factor structure. Younger children recognize that thoughts are imperceptible to the senses and identified the mind's location as the head. Older children exhibited difficulties with analogical or abstract definitions of thoughts. As expected, a linear developmental trajectory was evident from ages 5.5–7.5, with children's language abilities showing a positive correlation with IaM scores. Future research should explore the relationship between knowledge about the mind and theory of mind (ToM), as well as cross-cultural differences in children's mind conceptualization.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 5","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141755230","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}