Infant and Child Development最新文献

{"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}

{"title":"Factors influencing kindergarten Families' perceptions of home–school interactions","authors":"Judy Paulick,&nbsp;Alexa Quinn,&nbsp;Jessica Whittaker,&nbsp;Virginia Vitiello,&nbsp;Robert Pianta","doi":"10.1002/icd.2540","DOIUrl":"10.1002/icd.2540","url":null,"abstract":"<p>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.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 6","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.2540","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":"OA","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,&nbsp;Chiara Luoni,&nbsp;Sandro Franceschini,&nbsp;Elena Capelli,&nbsp;Laura Farinotti,&nbsp;Renato Borgatti,&nbsp;Serena Lecce,&nbsp;Cristiano Termine","doi":"10.1002/icd.2542","DOIUrl":"10.1002/icd.2542","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>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: <i>n</i> = 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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Highlights</h3>\u0000 \u0000 <div>\u0000 \u0000 <ul>\u0000 \u0000 <li>To investigate reading development throughout primary school in an Italian-speaking sample, and the impact of early cognitive and environmental predictors.</li>\u0000 \u0000 <li>Reading development was linear and predicted by early cognitive skills, as assessed by repeated measures ANOVAs and growth curve modelling.</li>\u0000 \u0000 <li>These findings highlight the importance of supporting reading development as early as the end of Grade 1.</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":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.2542","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":"OA","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,&nbsp;Fengjiao He,&nbsp;Qili Lan,&nbsp;Chen Zhang,&nbsp;Yinyin Zang,&nbsp;Li Wang","doi":"10.1002/icd.2541","DOIUrl":"10.1002/icd.2541","url":null,"abstract":"<p>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 (<i>M</i>\u0000 _age = 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.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 6","pages":""},"PeriodicalIF":2.8,"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,&nbsp;Hossein Samani,&nbsp;Tara M. Mandalaywala,&nbsp;Khatereh Borhani,&nbsp;Telli Davoodi","doi":"10.1002/icd.2538","DOIUrl":"10.1002/icd.2538","url":null,"abstract":"<p>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 (<i>N</i> = 160) and adults (<i>N</i> = 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.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 6","pages":""},"PeriodicalIF":2.8,"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":"Impact of decision-making autonomy and social distance on young Chinese children's sharing behaviour","authors":"Wenjie Zhang,&nbsp;Li Yang,&nbsp;Ruyi Long,&nbsp;Tengji Yang,&nbsp;Yi Ning,&nbsp;Wei Fan","doi":"10.1002/icd.2535","DOIUrl":"https://doi.org/10.1002/icd.2535","url":null,"abstract":"<p>This research explores how decision-making autonomy and social distance impact young children's sharing behaviour. In Study 1, findings from 159 Chinese children (total <i>N</i> = 159, 72 boys, aged 3–6 years) revealed that children aged 5–6 exhibited significantly more sharing behaviours in the controlled condition, however 3–4 years-olds showed no variance between the two conditions, indicating that the impact of decision-making autonomy on sharing behaviour surfaces around the age of 5–6 years. Study 2 examined the effects of social distance and decision-making autonomy on sharing behaviours among Chinese children aged 5–6 years (total <i>N</i> = 57, 29 boys). Results showed that irrespective of the decision-making condition, children in this age group exhibited a greater tendency to share with close friends. Furthermore, the controlled condition intensified this effect. These findings suggest that the perceived sense of autonomy among Chinese children aged 5–6 when deciding to share may not be as stable as expected, with social distance playing a pivotal role in guiding their sharing decisions. This study enhances our comprehension of how decision-making autonomy and social factors shape young children's prosocial behaviour, underscoring the significant role of social context in influencing sharing behaviours during childhood development.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 6","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143252560","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}