Using behavioural network mapping to investigate dyadic play in girls with congenital adrenal hyperplasia.

IF 2.6 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL British Journal of Developmental Psychology Pub Date : 2024-09-02 DOI:10.1111/bjdp.12520
Adriene M Beltz, Christel M Portengen, Sheri A Berenbaum
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Abstract

Examining mechanisms underlying sex differences in children's play styles, we studied girls with congenital adrenal hyperplasia (CAH) who provide a test of the relative effects of prenatal androgens versus rearing, and of behavioural similarity versus gender identity and cognitions. In this exploratory study, 40 focal children (girls and boys with and without CAH), aged 3-8 years, played for 14 min with a same-sex peer in a task designed to elicit rough-and-tumble play. Time-indexed ratings of positive affect and vigour of activity were evaluated via network mapping for sex-related differences in both levels and play dynamics (temporal relations among behaviours). Results suggest influences of both gender identity-aligned social cognitions and prenatal androgens: there was greater dyadic synchrony between positive affect for girls (regardless of CAH status) than boys, but girls with CAH displayed positive affect levels and directed vigorous peer play dynamics similar to boys.

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利用行为网络图研究先天性肾上腺皮质增生症女孩的双人游戏。
为了探究儿童游戏方式性别差异的内在机制,我们研究了患有先天性肾上腺皮质增生症(CAH)的女孩,她们为产前雄激素与养育的相对影响、行为相似性与性别认同和认知的相对影响提供了一个测试。在这项探索性研究中,40 名 3-8 岁的重点儿童(患有和未患有先天性雄激素过多症的女孩和男孩)与同性同伴玩了 14 分钟的游戏。通过网络映射对积极情绪和活动活力的时间指数评级进行了评估,以确定在水平和游戏动态(行为之间的时间关系)方面与性别有关的差异。结果表明,与性别认同相一致的社会认知和产前雄激素都会产生影响:与男孩相比,女孩(无论是否患有CAH)的积极情绪之间的双亲同步性更高,但患有CAH的女孩所表现出的积极情绪水平和有指导性的同伴游戏活力与男孩相似。
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来源期刊
British Journal of Developmental Psychology
British Journal of Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
4.50
自引率
0.00%
发文量
38
期刊介绍: The British Journal of Developmental Psychology publishes full-length, empirical, conceptual, review and discussion papers, as well as brief reports, in all of the following areas: - motor, perceptual, cognitive, social and emotional development in infancy; - social, emotional and personality development in childhood, adolescence and adulthood; - cognitive and socio-cognitive development in childhood, adolescence and adulthood, including the development of language, mathematics, theory of mind, drawings, spatial cognition, biological and societal understanding; - atypical development, including developmental disorders, learning difficulties/disabilities and sensory impairments;
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