Infancy最新文献 - Book学术

Growth Is Rarely a Straight Line: Developmental Path of Early Metacognition, Role of Parental Metacognitive Talk and Influence on Children's Memory 成长很少是一条直线：早期元认知的发展路径、父母元认知谈话的作用及其对儿童记忆的影响。

IF 2.4 2区心理学

Infancy Pub Date : 2026-10-07 DOI: 10.1111/infa.70130

Marion Gardier, Marie Geurten

{"title":"Growth Is Rarely a Straight Line: Developmental Path of Early Metacognition, Role of Parental Metacognitive Talk and Influence on Children's Memory","authors":"Marion Gardier, Marie Geurten","doi":"10.1111/infa.70130","DOIUrl":"10.1111/infa.70130","url":null,"abstract":"<div>\u0000 \u0000 Rudimentary metacognitive skills emerge early in infancy. To date, however, little is known about the developmental course of these early skills or the factors involved in their development. To address this gap, the present study aimed to: (a) map the developmental trajectory of metacognitive uncertainty from 18 to 36 months; (b) examine whether parental metacognitive talk during play predicts this development; and (c) test the relations between these two factors and children's later memory performance. Using a longitudinal design, 60 parent-child dyads were tested every 6 months using an eye-tracking cue fixation paradigm to estimate metacognitive uncertainty. The frequency of parental metacognitive talk was collected during a play session shared with their child. Children's memory was assessed at 36 months with a cartoon-recall task. Growth curve analyses revealed a nonlinear trajectory, with a shift in metacognitive functioning around 24 months that was predicted by parental metacognitive talk. Path analyses indicated that parental talk at 30–36 months and metacognitive accuracy at 24–30 months were both related to children's later memory skills. This study documents early changes in metacognition while highlighting the role of parent-child interactions in this development.\u0000 </div>","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"31 5","pages":""},"PeriodicalIF":2.4,"publicationDate":"2026-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149128773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Sensory Hyper-Sensitivity Associates With Poor Infant Sleep and Different Parental Sleep Practices, in a UK Cohort 在英国的一个队列中，感觉超敏感与婴儿睡眠质量差和父母不同的睡眠习惯有关。

IF 2.4 2区心理学

Infancy Pub Date : 2026-10-07 DOI: 10.1111/infa.70129

Teodora Gliga, Hope Fincham, Anna De Laet, Rachael Bedford

{"title":"Sensory Hyper-Sensitivity Associates With Poor Infant Sleep and Different Parental Sleep Practices, in a UK Cohort","authors":"Teodora Gliga, Hope Fincham, Anna De Laet, Rachael Bedford","doi":"10.1111/infa.70129","DOIUrl":"10.1111/infa.70129","url":null,"abstract":"Sleep difficulties (e.g., increased sleep onset latency and more frequent night awakenings) are common in early development and are associated with increased parental stress. Sleep difficulties have been linked to sensory hypersensitivity in typically developing infants and infants with family history of autism. In the current study, we investigate whether infant sensory sensitivity is associated with the strategies parents employ when settling infants to sleep. Strategies encouraging autonomy, rather than those involving active physical comforting, have previously been shown to lead to better sleep. We report findings from a cross-sectional UK sample of 245 infants aged 6–13 months, from which we collected online parent-report measures of infant sleep and sensory sensitivity (ITSP). We replicate previous findings showing that poorer sleep is correlated with higher infant sensory sensitivity. We then show an association between higher infant sensory sensitivity and more frequent use of all settling strategies, as well as a higher number of different strategies used. A strong correlation between infant and maternal sensory sensitivity precluded testing whether parental settling strategies are driven by infant or parental sensory sensitivity. The current findings emphasize the need to integrate information about intrinsic (e.g., infant sensitivity) and social environment factors (e.g., parental sensitivity, settling strategies) to understand infant sleep.","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"31 5","pages":""},"PeriodicalIF":2.4,"publicationDate":"2026-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/infa.70129","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149128824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring Cues of Reciprocity in Third-Party Word Learning 第三方词汇学习中的互惠线索探索。

IF 2.4 2区心理学

Infancy Pub Date : 2026-10-07 DOI: 10.1111/infa.70131

Priya Shimpi Driscoll, Katherine O'Doherty, Perla B. Gámez

{"title":"Exploring Cues of Reciprocity in Third-Party Word Learning","authors":"Priya Shimpi Driscoll, Katherine O'Doherty, Perla B. Gámez","doi":"10.1111/infa.70131","DOIUrl":"10.1111/infa.70131","url":null,"abstract":"This study examined how toddlers learn novel words by observing two adults interact in third-party contexts. Specifically, we examined whether toddlers show stronger evidence of selective referent identification for labeled objects in third-party contexts and how word learning may be supported by cues of reciprocity between adult interlocutors, including physical exchange of the object, verbal exchange about the object, and/or the adult listener's response to the information provided. Toddlers (n = 64, Mage = 29.9 mos., SD = 1.7 mos) were assigned to one of four conditions: Object Exchange + Action Imitation, Object Exchange Only, Verbal Exchange + Label Repetition, or Verbal Exchange Only. In the Object Exchange conditions, children observed one adult speaker label and manipulate a target object and then hand it to another adult listener, who either imitated the object manipulation or held the object without manipulation. In the Verbal Exchange conditions, one adult speaker labeled and manipulated the target object without handing it over, and the other adult listener either repeated the label or provided a neutral verbal response. Children's learning was assessed by whether they selected the target object in response to its label; preference responses were used to distinguish target selection from object preference. Children showed stronger evidence of selective referent identification in the Object Exchange conditions compared to the Verbal Exchange conditions. These results suggest that physical exchange of a labeled object between adult interlocutors may help toddlers identify the interaction as referentially relevant and therefore support word learning in third-party contexts.","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"31 5","pages":""},"PeriodicalIF":2.4,"publicationDate":"2026-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/infa.70131","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149128746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Stress of Being Left Out: Physiological and Behavioral Responses to Ostracism in Preverbal Infants 被排斥的压力：学龄前婴儿对排斥的生理和行为反应。

IF 2.4 2区心理学

Infancy Pub Date : 2026-09-23 DOI: 10.1111/infa.70128

Giada Basset, Ermanno Quadrelli, Chiara Turati, Hermann Bulf

{"title":"The Stress of Being Left Out: Physiological and Behavioral Responses to Ostracism in Preverbal Infants","authors":"Giada Basset, Ermanno Quadrelli, Chiara Turati, Hermann Bulf","doi":"10.1111/infa.70128","DOIUrl":"10.1111/infa.70128","url":null,"abstract":"Being ostracized is a stressful experience that affects behavioral and physiological reactivity in adults. However, evidence regarding its impact early in life remains limited. This study investigated whether inclusion or exclusion during a ball-tossing game influenced physiological and behavioral reactivity in 8-month-old infants (N = 59; 24 girls and 35 boys). It also explored whether parent-infant interaction dynamics and parental mind-attuned comments modulate infants' physiological responses, fostering greater adaptation to the social context. Results highlighted that excluded infants showed reduced heart rate variability (indexed via the Root Mean Square of Successive Differences, RMSSD), reflecting a heightened stress response, compared to included infants. They also displayed lower positive emotionality, higher negative emotionality, and greater active engagement, suggesting that sensitivity to ostracism emerges early in life. Exploratory analyses also revealed a modulatory role of parental behavior in shaping infants' physiological responses. Overall, these findings highlight that, since early life, infants exhibit physiological and behavioral reactions to ostracism, in line with the hypotheses that a system to detect and respond to social exclusion is present since the early stages of development.","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"31 5","pages":""},"PeriodicalIF":2.4,"publicationDate":"2026-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/infa.70128","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149031537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Unpacking Multimodal Verb Input in English: Insights From Typically Developing Infants and Those Who are Deaf and Hard of Hearing 拆解英语多情态动词输入：来自典型发育婴儿和失聪及重听者的见解。

IF 2.4 2区心理学

Infancy Pub Date : 2026-09-20 DOI: 10.1111/infa.70127

Feile Meng, Isobel Horsfall-Turner, Cassim Hussain, Iris Nomikou, Rana Abu-Zhaya

{"title":"Unpacking Multimodal Verb Input in English: Insights From Typically Developing Infants and Those Who are Deaf and Hard of Hearing","authors":"Feile Meng, Isobel Horsfall-Turner, Cassim Hussain, Iris Nomikou, Rana Abu-Zhaya","doi":"10.1111/infa.70127","DOIUrl":"10.1111/infa.70127","url":null,"abstract":"This study offers a descriptive account of multimodal verb input to Deaf and Hard of Hearing (DHH) and Typically Developing (TD) infants across crucial points in verb acquisition. Using the North American English Ambrose (2016) corpus, we analysed mother-infant play interactions at 13 and 22 months, and explored caregivers' verb input, its combination with caregiver action and in response to infant action. Across development, mothers increased the frequency and diversity of their verb input while retaining high levels of multimodal scaffolding such that verbs were tightly coordinated with actions. Multimodal verb input varied as a function of age and agent. When producing verbs in response to infant actions, mothers of younger infants used verbs that labeled the actions that infants were performing, whereas when infants were older, mothers more often used verbs that were related to aspects of the actions performed but did not label them. In verb input that accompanied their own actions, mothers produced more actions that were related to the meaning of the verbs more frequently than actions that depicted the meaning of the verbs, and this was more common in the input to older infants. Crucially, while verb input to DHH infants was less lexically diverse, it was more frequently multimodally packaged suggesting that mothers of DHH infants scaffold verb input by reducing its complexity and increasing its referentiality with multimodal cues that can facilitate the construction of verb meaning.","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"31 5","pages":""},"PeriodicalIF":2.4,"publicationDate":"2026-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13590040/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149013097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Observational Learning and Generalization in Infant Grasps of Novel Tools 幼儿对新工具掌握的观察学习与推广

IF 2.4 2区心理学

Infancy Pub Date : 2026-09-11 DOI: 10.1111/infa.70126

Caroline Danforth, Jane Hirtle, Supreethi Sridhar, Amy Work Needham

{"title":"Observational Learning and Generalization in Infant Grasps of Novel Tools","authors":"Caroline Danforth, Jane Hirtle, Supreethi Sridhar, Amy Work Needham","doi":"10.1111/infa.70126","DOIUrl":"https://doi.org/10.1111/infa.70126","url":null,"abstract":"Tool use is a critical skill acquired in infancy. Here, we tested whether infants could learn how to grasp a tool from observing an adult model and whether this learning generalized to a new task and to increasingly dissimilar tools. Infants between 13 and 19 months of age (N = 75; Mage = 16.31 months; SDage = 1.73 months; 36 girls) observed an adult grasp a spatula-shaped tool by the narrow end, wide end, or both ends in alternation to push pom-poms through a tube during a modeling phase. Infants in a control condition observed an adult pour pom-poms from one large container into another. During a test phase, infants were given an opportunity to use the same tool, a tool that differed only in color, and a tool that differed in both color and shape to activate one of two puzzle boxes. Each puzzle box required one specific grip of the tool for activation (e.g., gripping the narrow, handle end to insert the wide, flat end into a thin slot on the box; gripping the wide, flat end to insert the narrow, handle end into a small hole on the box). Before the adult demonstration, infants spent more time grasping the tool by the narrow end (akin to grasping a spoon by the handle rather than the scooping end). After the demonstration, infants used more wide end grasps for the appropriate puzzle box if they observed the adult grasp the tool by the wide end during modeling. Overall, infants were able to transfer their knowledge to the tool that differed in color, but they were less likely to activate their puzzle box with the tool that differed in both color and shape. Findings indicate that 13- to 19-month-old infants can learn a new use of a tool from observing an adult demonstration, but generalization is relatively narrow and limited.","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"31 5","pages":""},"PeriodicalIF":2.4,"publicationDate":"2026-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/infa.70126","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148942956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Care Arrangements and Infant Development: The First Thousand Days Study in Santiago, Chile 护理安排和婴儿发展：在智利圣地亚哥的第一个千日研究。

IF 2.4 2区心理学

Infancy Pub Date : 2026-09-09 DOI: 10.1111/infa.70121

Marigen Narea, Camila Ayala, Felipe Godoy, Pamela Soto-Ramirez

{"title":"Care Arrangements and Infant Development: The First Thousand Days Study in Santiago, Chile","authors":"Marigen Narea, Camila Ayala, Felipe Godoy, Pamela Soto-Ramirez","doi":"10.1111/infa.70121","DOIUrl":"10.1111/infa.70121","url":null,"abstract":"This study draws on data from the Chilean Longitudinal First Thousand Days Study to examine early caregiving arrangements and their associations with developmental outcomes among 14-month-old children (n = 1161) in Santiago, Chile. We describe the types of care arrangements—parental, grandparental, relatives, center-based, and non-relatives—by main sociodemographic characteristics and explore their relation to infants' daily routines and early development. Results reveal that while most children receive parental care, a notable proportion are cared for by grandparents or attend center-based programs. Controlling for child characteristics, mother and family background, and home environment, children in center-based care exhibited slightly higher cognitive scores (β = 0.69, SE = 0.35, p = 0.047) than those in exclusive parental care. On the other hand, children in non-relatives’ care show lower cognitive scores (β = −1.48, SE = 0.70, p = 0.036) than those in parental care. These findings suggest that in contexts like Chile, decisions and possibilities regarding care arrangements are relevant to children, fostering or inhibiting their early development. Implications for policy and practice in early childhood care are discussed.","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"31 5","pages":""},"PeriodicalIF":2.4,"publicationDate":"2026-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/infa.70121","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148913880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Early Steps, Early Struggles: Independent Locomotion and Aggression in 4- to 15-Month-Olds 早期的步骤，早期的挣扎：4到15个月大婴儿的独立运动和攻击。

IF 2.4 2区心理学

Infancy Pub Date : 2026-09-02 DOI: 10.1111/infa.70124

Tamara Del Vecchio, Kätlin Peets, Michael Lorber, Jennifer Piscitello, Li Yin Cheok, Amy Slep

{"title":"Early Steps, Early Struggles: Independent Locomotion and Aggression in 4- to 15-Month-Olds","authors":"Tamara Del Vecchio, Kätlin Peets, Michael Lorber, Jennifer Piscitello, Li Yin Cheok, Amy Slep","doi":"10.1111/infa.70124","DOIUrl":"10.1111/infa.70124","url":null,"abstract":"<div>\u0000 \u0000 Although physical aggression emerges in infancy, concurrent with motor development, its possible connection remains poorly understood. Previous research has documented age-related changes in aggression but has not examined how fundamental motor transitions relate to these changes. This investigation examined associations between two key motor milestones (crawling and walking) and aggressive behavior patterns in early childhood. Mothers (N = 377) of infants aged 4–15 months reported on their children's locomotor abilities, aggressive behaviors (directed and exploratory), defiance, and temper loss. Results showed distinct developmental trajectories for different forms of aggression. The prevalence of directed aggression (e.g., hitting, kicking) increased linearly with age, and exploratory aggression (e.g., biting, hair-pulling) followed a curvilinear pattern, plateauing around 9 months of age before declining. Frequency patterns also differed. Exploratory aggression frequency declined linearly with age and directed aggression frequency decreased initially before trending upward around 11 months. The transition to independent walking, but not crawling, was associated with increased frequency of both types of aggression. These effects were mediated through increases in both defiance and temper loss; the indirect effect through temper loss was significantly stronger for directed than exploratory aggression in single-mediator models. These findings suggest that the transition to walking may serve as a reorganizing force in early aggressive behavior in infancy by influencing emerging behavioral opposition and negative emotional expression. Results contribute to a small but growing literature on the developmental systems that underlie aggression in infancy.\u0000 </div>","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"31 5","pages":""},"PeriodicalIF":2.4,"publicationDate":"2026-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148882177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Infant Rhythmic Movement Across Postural Conditions 跨体位条件下的婴儿韵律运动。

IF 2.4 2区心理学

Infancy Pub Date : 2026-08-31 DOI: 10.1111/infa.70122

J. Amber Kao, Sinead Rocha

{"title":"Infant Rhythmic Movement Across Postural Conditions","authors":"J. Amber Kao, Sinead Rocha","doi":"10.1111/infa.70122","DOIUrl":"10.1111/infa.70122","url":null,"abstract":"<div>\u0000 \u0000 Musical engagement is a universal trait of human behavior and a foundational form of embodied communication. While this engagement is deeply rooted in bodily experiences, much of the existing research has focused on perceptual and neural mechanisms, with comparatively little attention paid to how the body's physical affordances, including the differing biomechanical properties of distinct effectors, shape early rhythmic engagement with music. The current study aims to characterize how rhythmic motoric responses to music vary in the context of an infant's developing physical skills and attributes. Pre-ambulatory infants were placed in an unweighting paradigm to vary levels of postural support as duration and rate of rhythmic movement were measured across core and distal effectors. Results indicated that greater postural support resulted in increased durations and quicker rates of rhythmic movement and enabled qualities of bounce and rebound within infants' movement repertoire, an effect driven primarily by core effectors. Rate of rhythmic movement was found to be organized primarily by effector type, with core movements consistently slower than distal movements across all conditions. Distinct trends between core and distal effectors were found, with vertically displaced core movements consistently slower in rate and increased in duration with age, while distal movements were faster in rate and showed no significant change in duration with age. These patterns align with principles of biomechanics and mass distribution, reflecting a hierarchical organization of rhythmic movement across the body that parallels patterns observed in adults. Findings suggest that postural support facilitates the emergence of more fully embodied musical engagement, offering insight into the sensorimotor foundations of early rhythmic movement.\u0000 </div>","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"31 5","pages":""},"PeriodicalIF":2.4,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148867363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Linking COVID-19 Stressors to Early Communication Skills in Pandemic-Born Children 将COVID-19压力因素与大流行出生儿童的早期沟通技能联系起来

IF 2.4 2区心理学

Infancy Pub Date : 2026-08-29 DOI: 10.1111/infa.70125

Catherine Julien, Célia Matte-Gagné, Caroline Fitzpatrick, Annie Lemieux, Gabrielle Garon-Carrier

{"title":"Linking COVID-19 Stressors to Early Communication Skills in Pandemic-Born Children","authors":"Catherine Julien, Célia Matte-Gagné, Caroline Fitzpatrick, Annie Lemieux, Gabrielle Garon-Carrier","doi":"10.1111/infa.70125","DOIUrl":"https://doi.org/10.1111/infa.70125","url":null,"abstract":"Evidence of disturbances in communication skills among children born during the pandemic remains limited to outcomes within the first year of life and rarely accounts for key predictors. This study investigated the longitudinal association between COVID-19 stressors and communication skills during the first 1000 days of life, and examined whether parental depressive symptoms, behaviors, and cognitions mediated this association. 2664 French-speaking children (48.2% boys) born in Québec (Canada) between October 2020 and September 2021, were included in this observational prospective cohort study. Child communication skills were measured at 29 months using the Ages & Stages Questionnaires. COVID stressors (financial insecurity, social isolation, overall stress) were reported by both mothers and fathers at 5 months postpartum. Depressive symptoms were measured at 5 months postpartum using the Center for Epidemiologic Studies Depression Scale Revised (CESD-10). Parenting behaviors and cognitions (self-efficacy, perceived parental impact on the child, hostile-reactive behaviors, overprotection) were reported at 17 months postpartum using the Parental Cognitions and Conduct Toward the Infant Scale. COVID stressors were associated with increased parental depressive symptoms. Depressive symptoms significantly predicted maternal and paternal lack of perceived impact on child development and paternal overprotection, which, in turn, was negatively associated with child communication skills. Findings indicate significant indirect associations between COVID-19 stressors and child communication skills. This study suggests potential clinical implications by highlighting modifiable parental cognitions and behaviors as possible targets for intervention.","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"31 5","pages":""},"PeriodicalIF":2.4,"publicationDate":"2026-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/infa.70125","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148856765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0