Infant Behavior & Development最新文献

{"title":"Socioemotional development of infants and toddlers in the first months of foster care: A brief synthesis of 25 years of research","authors":"Joana Baptista ,&nbsp;Cláudia Camilo ,&nbsp;Eunice Magalhães ,&nbsp;Amber Feher ,&nbsp;Cláudia Ramos ,&nbsp;Stephanie Alves","doi":"10.1016/j.infbeh.2025.102079","DOIUrl":"10.1016/j.infbeh.2025.102079","url":null,"abstract":"<div><div>Over the past 25 years, research has highlighted the protective role of foster care over institutionalization, particularly for young children. When foster caregivers provide responsive care, children benefit from a nurturing, individualized environment that supports socioemotional development. However, foster care does not eliminate developmental challenges. The first three years of life are a critical period of rapid neurological, emotional, and social growth, making early experiences especially impactful. Entering foster care during this period can disrupt existing attachment relationships, increasing vulnerability to socioemotional difficulties. Additionally, children must navigate both the effects of past adversities and the challenges of adapting to a new caregiving environment, making the early months post-placement particularly crucial for their adjustment and well-being. This review synthesizes research published since 2000 to examine early socioemotional challenges in infants and toddlers in foster care and how foster caregivers adapt during the first months of placement. Findings suggest that attachment behaviors typically emerge and stabilize within the early weeks, shaped by multiple factors at different levels, including child characteristics, pre-placement experiences, and the quality of current caregiving. Yet, research focusing exclusively on this transition period is scarce, with existing studies varying widely in both placement duration and child age. Additionally, little is known about how foster caregivers adjust during this period, despite evidence of heightened parenting stress. More longitudinal research is urgently needed to clarify how multilevel factors interact in the first months of placement and to better understand their impact on the adaptation of infants and toddlers in foster care.</div></div>","PeriodicalId":48222,"journal":{"name":"Infant Behavior & Development","volume":"80 ","pages":"Article 102079"},"PeriodicalIF":1.9,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144147163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exercise FITT-V during pregnancy: 1-month infant neuromotor outcomes","authors":"Kara Kern ,&nbsp;Alex Claiborne ,&nbsp;Filip Jevtovic ,&nbsp;Breanna Wisseman ,&nbsp;Dylan Steen ,&nbsp;Cody Strom ,&nbsp;Ashton Lilley ,&nbsp;Edward Newton ,&nbsp;James Devente ,&nbsp;Steven Mouro ,&nbsp;David Collier ,&nbsp;Katrina D. Dubose ,&nbsp;Amy Gross McMillan ,&nbsp;Rachel Tinius ,&nbsp;Swati Surkar ,&nbsp;Linda E. May","doi":"10.1016/j.infbeh.2025.102069","DOIUrl":"10.1016/j.infbeh.2025.102069","url":null,"abstract":"<div><h3>Background</h3><div>Despite decades of research documenting health benefits from exercise during pregnancy, it remains unknown how prenatal exercise affects infant neuromotor skill development.</div></div><div><h3>Objectives</h3><div>To examine the effects of exercise modes, and maternal exercise metrics; frequency, intensity, time, type, and volume (FITT-V) during pregnancy on infant gross motor skills. We hypothesized that 1 month old infants of mothers who exercised during pregnancy would exhibit more developed gross motor skills compared to infants of mothers who did not exercise during pregnancy. Further, we hypothesized that infant gross motor skills will be directly associated with maternal exercise frequency, volume, and duration.</div></div><div><h3>Materials &amp; methods</h3><div>Healthy pregnant women between 18 and 40 years were randomized to one of four groups: aerobic, resistance, combination exercise, or no exercise. Infant neuromotor skills (n = 162) were measured at 1 month of age using the Peabody Developmental Motor Scales, 2nd Edition (PDMS-2).</div></div><div><h3>Results</h3><div>Locomotion subtest percentile for infants born to exercising mothers trended higher than infants of controls (p = .09), while exercise group allocation did not affect outcomes. Infants born to women who averaged &gt; 4 METs (n = 35) exercise intensity during each session showed a higher overall Gross Motor Quotient (GMQ) percentile score (p = .02). CONCLUSION: While we found no relationship for maternal exercise frequency, volume or duration during pregnancy, exercise intensity shows an intensity-dependent association with increased locomotor skills in 1 month old infants.</div></div>","PeriodicalId":48222,"journal":{"name":"Infant Behavior & Development","volume":"80 ","pages":"Article 102069"},"PeriodicalIF":1.9,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144510976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sensitivity To natural scene statistics in infancy and its impact on development","authors":"Taysa-Ja Newman ,&nbsp;Philip McAdams ,&nbsp;Nicola Yuill ,&nbsp;Alice E. Skelton","doi":"10.1016/j.infbeh.2025.102109","DOIUrl":"10.1016/j.infbeh.2025.102109","url":null,"abstract":"<div><div>Infant sensitivities for the statistical regularities found in their visual world are underexplored. From birth, infants are exposed to a complex visual experience with large variations in hues, textures, and forms. The extent of these visual properties means that infants must find a way to filter important information from irrelevant information, parsing visual statistics that aid in their learning of the world around them. Research has shown that infants are sensitive to some of the visual statistics of real and virtual everyday scenes (‘natural scenes’) such as colour distributions and also use these properties to facilitate actions such as target detection. These studies suggest that infants’ sensitivity to these statistics aids in creating a standardized model of their visual environment. Research has also found variations in the timeframes of when infants develop sensitivities to different natural scene statistics, with some sensitivities emerging later than others, prompting questions as to the methods and limitations behind infants’ perceptual learning. However, this area of research remains largely unexplored, and as such many questions remain unanswered. The current review investigates the existing literature from the past 25 years surrounding infant sensitivities to these natural scene statistics, how they use these statistics to find structure in their visual world now and into adulthood, and the effects that different environments’ characteristic visual statistics may have on their subsequent behaviour and development. We also propose directions for future work that will fill the gaps in this underdeveloped, but key, area of infant research.</div></div>","PeriodicalId":48222,"journal":{"name":"Infant Behavior & Development","volume":"80 ","pages":"Article 102109"},"PeriodicalIF":1.9,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144655698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A matter of time: Developmental cascades for developmental science","authors":"Joshua L. Schneider ,&nbsp;Kelsey L. West","doi":"10.1016/j.infbeh.2025.102078","DOIUrl":"10.1016/j.infbeh.2025.102078","url":null,"abstract":"<div><div>The pace and breadth of infant development is remarkable—by their third birthday, infants acquire an impressive range of skills across multiple domains. Studying the complexities of cross-domain development, however, poses a challenge for a field of researchers with traditionally siloed expertise. The <em>developmental cascades</em> framework—the conceptual view that disparate domains are interconnected and reciprocally influential—offers researchers a flexible approach to identify and describe infant development. Over the past quarter century, cascades have surged in popularity among infancy researchers. In this review, we provide a history of developmental cascades research and highlight its contributions to the science of infant behavior and development. We discuss contemporary themes and challenges cascades researchers face (e.g., how to clear the high bar needed to establish causality among links in a cascading chain of events) and make recommendations for future research. Specifically, we propose that adopting a cascades approach encourages researchers to: (1) consider the ‘whole child’ by charting connections across different domains; (2) examine multiple timescales by linking moment-to-moment interactions to broader changes across development; (3) embrace complexity and foster interdisciplinary collaboration; and (4) gather evidence for causal pathways by combining the rigor of lab experiments with the richness of natural observations. Finally, we consider future directions for the next quarter century of cascades research—for developmental science, applied psychology, and clinical intervention.</div></div>","PeriodicalId":48222,"journal":{"name":"Infant Behavior & Development","volume":"80 ","pages":"Article 102078"},"PeriodicalIF":1.9,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144240829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Diverse language experiences in deaf infants and in hearing infants with deaf parents: 25 years of improved understanding and recognition","authors":"Evelyne Mercure ,&nbsp;Rain Bosworth ,&nbsp;Teodora Gliga","doi":"10.1016/j.infbeh.2025.102103","DOIUrl":"10.1016/j.infbeh.2025.102103","url":null,"abstract":"<div><div>Most infants first encounter language through the words spoken in their environment. However, for a smaller number of deaf and hearing infants, language can be presented in different sensory modalities, including a visual-manual signed language (e.g. American Sign Language - ASL or British Sign Language – BSL) and an auditory-oral spoken language (e.g. English). Language acquisition trajectories for children exposed to both signed and spoken language are less understood and less recognised. For hearing children with deaf parents using sign language, recent research suggests that they develop a special case of bilingualism – bimodal bilingualism - which offers some advantages in early communication skills. In deaf children, it has now been clearly demonstrated that early exposure to sign language brings about gains in both the spoken and signed modalities, suggesting an amodal impact of language experience in infancy. The present review presents progress made in the last 25 years in understanding the impact of sign language experience in infancy. It will discuss potential neurocognitive mechanisms by which learning gains in one language modality can be transferred to the other language modality. The research data collected so far leave several questions unanswered and suggest many avenues for future research.</div></div>","PeriodicalId":48222,"journal":{"name":"Infant Behavior & Development","volume":"80 ","pages":"Article 102103"},"PeriodicalIF":1.9,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144587556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Does attention sharing support attention focusing? Investigating the link between infants' sustained attention and joint attention with caregivers","authors":"Berna A. Uzundağ","doi":"10.1016/j.infbeh.2025.102072","DOIUrl":"10.1016/j.infbeh.2025.102072","url":null,"abstract":"<div><div>Sustained attention in infancy is a known predictor of executive functions, self-regulation, and language. This study investigated the relationship between 9- to 16-month-old infants’ sustained attention and joint attention in mother-infant dyads. Data were collected from 98 infants (<em>M</em>(<em>SD</em>) = 11.8(1.3) months) and their mothers. Results showed that joint attention during mother-infant play significantly predicted sustained attention during solo play, after accounting for infant age and socioeconomic status. These cross-sectional findings suggest that joint attention may play a role in supporting sustained attention, though the directionality of this relationship warrants further longitudinal investigation.</div></div>","PeriodicalId":48222,"journal":{"name":"Infant Behavior & Development","volume":"80 ","pages":"Article 102072"},"PeriodicalIF":1.9,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144123396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Automated iPad-based gaze detection in the NIH Baby Toolbox® norming study","authors":"Miriam A. Novack ,&nbsp;Y. Catherine Han ,&nbsp;Aaron J. Kaat ,&nbsp;Sarah Pila ,&nbsp;Rachel M. Flynn ,&nbsp;Katy Bedjeti ,&nbsp;Maria Varela Diaz ,&nbsp;Rachel T. Hanrahan ,&nbsp;Steve Glinberg ,&nbsp;Paula H. Sievert ,&nbsp;Cecily Frederick ,&nbsp;Pranav Rajiv ,&nbsp;Christian Clare ,&nbsp;Vitali Ustsinovich ,&nbsp;Richard C. Gershon","doi":"10.1016/j.infbeh.2025.102119","DOIUrl":"10.1016/j.infbeh.2025.102119","url":null,"abstract":"<div><div>The NIH Baby Toolbox® (“Baby Toolbox”) is a comprehensive battery of assessments administered on an iPad and designed for children aged 1–42 months. It is also the first normed developmental assessment to include gaze paradigms, which are common in developmental research and provide a non-invasive technique for measuring attention and cognitive processes without requiring a coordinated motor or verbal response from the child. Baby Toolbox gaze paradigms collect real-time eye gaze data using augmented reality features native to the iPad. Here, we describe our approach to developing and validating this gaze technology for the Baby Toolbox norming study. In a sample of 1079 infants between 6 and 23 months, we found strong calibration success across ages, sex, race/ethnicity, parental education and eye-color although some group differences emerged for race/ethnicity and parental education. Reliability results against hand-coding demonstrated moderate to strong reliability, although results varied by individual. Overall, these results highlight the Baby Toolbox gaze technology as an exciting and novel approach to developmental assessment.</div></div>","PeriodicalId":48222,"journal":{"name":"Infant Behavior & Development","volume":"80 ","pages":"Article 102119"},"PeriodicalIF":2.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144750839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Role of parenting on self-regulation from a cross-cultural perspective: Major empirical findings from the first quarter of the 21st century","authors":"Feyza Corapci ,&nbsp;Georgiana Susa-Erdogan ,&nbsp;Oana Benga","doi":"10.1016/j.infbeh.2025.102114","DOIUrl":"10.1016/j.infbeh.2025.102114","url":null,"abstract":"<div><div>This paper focuses on the extant evidence about the ways children around the globe master self-regulation (SR). Our goal was to summarize emerging evidence on cross-cultural comparison of SR in young children, and evaluate culturally common as well as distinct caregiver-child interaction patterns in relation to SR. Studies retrieved from major databases spanning from 2000 to 2025 were selected if they entailed samples of caregiver-infant/toddler dyads and compared at least two cultural groups. Ethnographic field studies and in-depth interview studies on emotion-related socialization for SR were also included. Findings were presented in three sections. First, the definition of SR and its milestones in early childhood are presented. Second, taking the cultural pathways as a conceptual framework, key findings from cross-cultural research with samples of infants and toddlers are synthesized that included studies on Face-to-Face Still-Face paradigm, moment-to-moment co-regulation, compliance, emotion regulation, and temperamental effortful control. Evidence supports both cultural universals and distinct socialization processes for the development of SR. In the third section, key conclusions are discussed in light of the cultural pathways hypothesis. The final section entails recommendations to advance future research, both theoretically and methodologically.</div></div>","PeriodicalId":48222,"journal":{"name":"Infant Behavior & Development","volume":"80 ","pages":"Article 102114"},"PeriodicalIF":2.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144738086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Verbal and nonverbal parental mentalizing profiles: Distinct profiles of mind-mindedness and embodied parental mentalizing according to infant attachment and parental factors","authors":"Karine Gagné ,&nbsp;Dana Shai ,&nbsp;Neta Rein ,&nbsp;Elizabeth Meins ,&nbsp;George M. Tarabulsy ,&nbsp;Jean-Pascal Lemelin ,&nbsp;Annie Bernier ,&nbsp;Pier-Olivier Caron ,&nbsp;Julien Morizot","doi":"10.1016/j.infbeh.2025.102113","DOIUrl":"10.1016/j.infbeh.2025.102113","url":null,"abstract":"<div><div>Developmental researchers have highlighted the role played by parental mentalizing in early attachment. However, the manner in which verbal (i.e., mind-mindedness) and nonverbal (i.e., parental embodied mentalizing) parental mentalizing relate with one another on an individual level, and subsequently, how they contribute to parent-infant attachment, remains largely unexplored. Using a person-centered approach, this study aimed to identify verbal and nonverbal mentalizing profiles and their associations with infant attachment, as well as with parental factors and interactional context (e.g., exploration, transitions). Based on longitudinal studies from three countries (Canada, United Kingdom, and Israel), this study included 412 mother-infant dyads. Mind-mindedness and parental embodied mentalizing were assessed through two distinct observational procedures during free-play interactions at 6–8 months. Infant attachment was evaluated using the Strange Situation Procedure at 15–16 months. Latent profile analyses identified four parental mentalizing profiles based on verbal and nonverbal indicators: very low consistent, low consistent, high consistent, and inconsistent. The three consistent profiles reflected low or high levels across both verbal and nonverbal indicators, whereas the inconsistent profile was marked by inconsistency: these parents produced more non-attuned comments than other profiles but still demonstrated good embodied mentalizing and made appropriate mind-related comments. Results showed that the high consistent profile was associated with greater infant attachment security than the very low consistent, low consistent, or inconsistent profiles. This study suggests distinct parental mentalizing profiles based on verbal and nonverbal indicators, and their differential relations with later child attachment.</div></div>","PeriodicalId":48222,"journal":{"name":"Infant Behavior & Development","volume":"80 ","pages":"Article 102113"},"PeriodicalIF":1.9,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144711418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Indigenous infant development: Reconciling the past and grounding future praxis in Indigenous worldviews and strengths-based approaches","authors":"Meenakshi Richardson ,&nbsp;Sara F. Waters ,&nbsp;Monica Tsethlikai ,&nbsp;Michelle Sarche","doi":"10.1016/j.infbeh.2025.102120","DOIUrl":"10.1016/j.infbeh.2025.102120","url":null,"abstract":"<div><div>The past quarter century of infant development research has seen a marked lack of attention paid to Indigenous populations. This narrative review outlines the empirical literature on infant and early childhood health among Indigenous families in the United States and Canada, within the context of intergenerational trauma and government policies that have contributed to social and health inequities across the lifespan. We illuminate a woven throughline toward traditional pathways for healing and amplify the critical value of transitioning from deficit-based to strength-based models. To address these inequities we outline theories, frameworks, and approaches to advance our understanding of Indigenous infant development and kinship systems. Specifically, historical trauma brings forward the need to support Indigenous infant development within ancestral contexts. Additionally, decolonial perspectives within the fields of infant development and child welfare are needed in recognition of the harm caused by Western frameworks and to highlight the strengths of Indigenous-led approaches. For example, the Indigenous connectedness framework identifies the significance of environmental, community, family, intergenerational, and spiritual connection for healthy development. Decolonized perspectives and Indigenous theories support the revitalization of Indigenous birth justice practices which uplift community-led efforts. Indigenous worldviews and applications regarding infant development and generational healing are highlighted.</div></div>","PeriodicalId":48222,"journal":{"name":"Infant Behavior & Development","volume":"80 ","pages":"Article 102120"},"PeriodicalIF":2.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144750840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}