Infant and Child Development最新文献

{"title":"The link between early iconic gesture comprehension and receptive language","authors":"Işıl Doğan,&nbsp;Demet Özer,&nbsp;Aslı Aktan-Erciyes,&nbsp;Reyhan Furman,&nbsp;Ö. Ece Demir-Lira,&nbsp;Şeyda Özçalışkan,&nbsp;Tilbe Göksun","doi":"10.1002/icd.2552","DOIUrl":"10.1002/icd.2552","url":null,"abstract":"<p>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 (<i>N</i> = 92, <i>M</i> = 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.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 6","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-11-06","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,&nbsp;Mark Ethan Feinberg,&nbsp;Bárbara Figueiredo","doi":"10.1002/icd.2549","DOIUrl":"10.1002/icd.2549","url":null,"abstract":"<p>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 (<i>N</i> = 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.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 6","pages":""},"PeriodicalIF":2.8,"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,&nbsp;Anna Wallisch,&nbsp;Brian A. Boyd,&nbsp;Linda R. Watson,&nbsp;Nicolette Grasley-Boy","doi":"10.1002/icd.2547","DOIUrl":"10.1002/icd.2547","url":null,"abstract":"<p>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 (<i>M</i> = 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.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 6","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-10-15","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}

{"title":"Individual differences in parasympathetic functioning across social stressor tasks: Relations with child and parent anxiety","authors":"Hong N. T. Bui,&nbsp;Andrea Chronis-Tuscano,&nbsp;Nila Shakiba,&nbsp;Kenneth H. Rubin,&nbsp;Samantha Perlstein,&nbsp;Nicole E. Lorenzo,&nbsp;Danielle R. Novick,&nbsp;Christina M. Danko,&nbsp;Lea R. Dougherty,&nbsp;Nicholas J. Wagner","doi":"10.1002/icd.2544","DOIUrl":"10.1002/icd.2544","url":null,"abstract":"<p>Children with elevated behavioural inhibition (BI) show context-inappropriate fear and dysregulated RSA across stressor tasks. However, few studies have examined dynamic RSA within tasks and relations to parent and child anxiety. Using piecewise growth modelling and multimethod baseline data from an intervention study of 151 3.5–5-year-old children and their parents, we examined relations between child social anxiety (SA), parent anxiety and their interaction in predicting children's RSA across social stressor tasks (e.g. learning about unfamiliar peers, Trier Social Stress). Within the sample, 49.63% of children were reported to be White, non-Hispanic/Latine (<i>n</i> = 67), 22% multiracial (<i>n</i> = 31), 14.81% Asian/Pacific Islander (<i>n</i> = 20) and 12.59% Black/African-American (<i>n</i> = 17). Furthermore, 64.44% of the parents were reported to be White, non-Hispanic/Latine (<i>n</i> = 87), 20% Asian/Pacific Islander (<i>n</i> = 27), 13.33% Black/African-American (<i>n</i> = 18) and 2.22% multiracial (<i>n</i> = 3). Children showed differentiated RSA reactivity and recovery within an anticipatory social learning task based on their level of clinically appraised SA. Relations between child SA and RSA across tasks was moderated by parent anxiety, specifically for dyads matched in anxiety. Findings provide support for the potential influence of both child and parent anxiety on children's parasympathetic nervous system (PNS) responses across specific self-regulatory tasks.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 6","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.2544","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142386284","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":"Will power serve for oneself or others? An exploratory study toward 6- to 9-year-old Chinese children","authors":"Xiumei Yan,&nbsp;Shumin Duan,&nbsp;Qinge Liang,&nbsp;Yuling Yang","doi":"10.1002/icd.2546","DOIUrl":"https://doi.org/10.1002/icd.2546","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>This study investigated Chinese children's perspectives on the use of power and the prediction of these perspectives on their resource allocation. The sample included a total of 145 children from two primary schools in Mainland China (68 males, 77 females), with 70 in the younger group (<i>M</i>\u0000 _age = 6.89, SD = 0.37, ranging from 6.08 to 7.67 years) and 75 in the older group (<i>M</i>\u0000 _age = 9.03, SD = 0.55, ranging from 8.08 to 9.92 years). To explore the power perspective of children, they were presented a character who was ‘in charge’ and used his/her power to serve themselves or others. The results showed that children aged 6–9 years were more inclined to approve ‘bosses’ who used power for others' benefit, indicating children's support for benevolent power use, especially among 8–9-year-olds. Additionally, the study revealed that children who approved of benevolent power use tended to allocate more resources to others when possessing power, a behaviour not observed in 6–7-year-olds. This finding, more or less, indicated a correlation between children's perspectives on the use of power and their behaviour in allocating resources. These results demonstrate the importance of promoting a rational understanding of power use among children.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Highlights</h3>\u0000 \u0000 <div>\u0000 \u0000 <ul>\u0000 \u0000 <li>All children held the benevolent perspective of power use, which agreed that those in power should use power to serve others.</li>\u0000 \u0000 <li>Children aged 8–9 were more inclined to think a ‘boss’ should prioritize the interests of others over their own.</li>\u0000 \u0000 <li>Children aged 8–9 who supported the benevolent perspective of power use allocate more resources to others.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 6","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143248329","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":"Maternal sensitivity as a predictor of change in respiratory sinus arrhythmia activity from infancy to toddlerhood","authors":"Tracey Tacana,&nbsp;Bailey Speck,&nbsp;Jennifer Isenhour,&nbsp;Elisabeth Conradt,&nbsp;Sheila E. Crowell,&nbsp;K. Lee Raby","doi":"10.1002/icd.2545","DOIUrl":"10.1002/icd.2545","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>This study examined whether parental sensitivity during distressing and non-distressing mother–infant interactions predicts changes in young children's respiratory sinus arrhythmia (RSA) activity. Baseline RSA levels were collected from 83 children (49% female, 51% male) when children were 7 and 18 months old. Children's RSA reactivity and RSA recovery during the still-face paradigm were collected when children were 7 months and during the strange situation procedure at 18 months. Controlling for stability of RSA activity over time, maternal sensitivity during distressing interactions at 7 months predicted changes in children's baseline RSA levels (<i>β</i> = −0.30) and children's RSA recovery (<i>β</i> = 0.25). Young children who experienced higher levels of sensitivity at 7 months had lower resting RSA levels and exhibited greater RSA recovery at 18 months. These results suggest that changes in young children's RSA activity are meaningfully related to their early caregiving experiences.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Highlights</h3>\u0000 \u0000 <div>\u0000 \u0000 <ul>\u0000 \u0000 <li>We examined whether maternal sensitivity during infancy predicts changes in children's RSA activity from infancy to toddlerhood.</li>\u0000 \u0000 <li>Children who experienced higher levels of maternal sensitivity during infancy showed greater RSA recovery from a stressor during toddlerhood.</li>\u0000 \u0000 <li>Children who experienced higher levels of maternal sensitivity during infancy had lower resting RSA levels during toddlerhood.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 6","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142384064","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":"Early perspective taking predicts later cognitive flexibility: A longitudinal study","authors":"Daniela Kloo,&nbsp;Larissa J. Kaltefleiter,&nbsp;Beate Sodian","doi":"10.1002/icd.2537","DOIUrl":"10.1002/icd.2537","url":null,"abstract":"<p>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.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 6","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.2537","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":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How parent–teacher relationship affects Chinese pupils' school attitudes? The moderation of students' perceptions of academic performance","authors":"Xinran Zhou,&nbsp;Mingming Zhang,&nbsp;Lichan Liang,&nbsp;Yufang Bian","doi":"10.1002/icd.2533","DOIUrl":"https://doi.org/10.1002/icd.2533","url":null,"abstract":"<p>Although the benefits of the close relationship between parent and teacher to child development are widely recognized, it's still unclear how the parent–teacher relationship affects Chinese pupils' school attitudes. The study aimed to investigate this question with a nuanced approach by focusing on the components of the parent–teacher relationship and exploring the moderation of students' perceptions of academic performance. Data were from 1755 fifth graders (<i>M</i>\u0000 _age = 12.19, 51.3% girls) and their mothers (<i>M</i>\u0000 _age = 41.38) in a two-wave longitudinal dataset. Parents' reports of parent-initiated contact, teacher-initiated contact, the quality of the parent–teacher relationship, and students' perceptions of school attitudes and academic performance were analysed by multiple regression models. In terms of the main effect, parent–teacher relationship quality was negatively associated with school avoidance. In terms of the moderation effects, parent-initiated contact was negatively associated with students' school liking who had low academic perceptions, and the relationship quality was positively associated with students' school liking who had high academic perceptions. The findings provide insights into promoting pupils' school psychological adjustment from the perspective of home–school collaboration in the Chinese context.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 6","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143248705","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,&nbsp;Line Caes,&nbsp;Aimee Theyer,&nbsp;Christina Davidson,&nbsp;Sobanawartiny Wijeakumar","doi":"10.1002/icd.2543","DOIUrl":"10.1002/icd.2543","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Caregiver executive functions (EFs) play an integral role in shaping cognitive development. Here, we investigated how caregiver EF abilities (86 caregivers; <i>mean age</i> = 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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Highlights</h3>\u0000 \u0000 <div>\u0000 \u0000 <ul>\u0000 \u0000 <li>The study investigated the association between caregiver executive functions (EF) and visual working memory (VWM) function in infants.</li>\u0000 \u0000 <li>Caregiver EFs were assessed using the BRIEF-A questionnaire, and infant VWM function was assessed using the preferential-looking task and brain imaging.</li>\u0000 \u0000 <li>Better caregiver EF abilities were associated with better VWM behavior and fronto-temporo-parietal engagement in infants.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 6","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.2543","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":"OA","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,&nbsp;K. Büşra Kaynak-Ekici,&nbsp;Z. Fulya Temel","doi":"10.1002/icd.2536","DOIUrl":"10.1002/icd.2536","url":null,"abstract":"<p>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.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 6","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-09-04","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}