Hong N. T. Bui, Andrea Chronis‐Tuscano, Nila Shakiba, Kenneth H. Rubin, Samantha Perlstein, Nicole E. Lorenzo, Danielle R. Novick, Christina M. Danko, Lea R. Dougherty, Nicholas J. Wagner
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 (n = 67), 22% multiracial (n = 31), 14.81% Asian/Pacific Islander (n = 20) and 12.59% Black/African‐American (n = 17). Furthermore, 64.44% of the parents were reported to be White, non‐Hispanic/Latine (n = 87), 20% Asian/Pacific Islander (n = 27), 13.33% Black/African‐American (n = 18) and 2.22% multiracial (n = 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.
{"title":"Individual differences in parasympathetic functioning across social stressor tasks: Relations with child and parent anxiety","authors":"Hong N. T. Bui, Andrea Chronis‐Tuscano, Nila Shakiba, Kenneth H. Rubin, Samantha Perlstein, Nicole E. Lorenzo, Danielle R. Novick, Christina M. Danko, Lea R. Dougherty, Nicholas J. Wagner","doi":"10.1002/icd.2544","DOIUrl":"https://doi.org/10.1002/icd.2544","url":null,"abstract":"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 (<jats:italic>n</jats:italic> = 67), 22% multiracial (<jats:italic>n</jats:italic> = 31), 14.81% Asian/Pacific Islander (<jats:italic>n</jats:italic> = 20) and 12.59% Black/African‐American (<jats:italic>n</jats:italic> = 17). Furthermore, 64.44% of the parents were reported to be White, non‐Hispanic/Latine (<jats:italic>n</jats:italic> = 87), 20% Asian/Pacific Islander (<jats:italic>n</jats:italic> = 27), 13.33% Black/African‐American (<jats:italic>n</jats:italic> = 18) and 2.22% multiracial (<jats:italic>n</jats:italic> = 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.","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"8 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","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":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tracey Tacana, Bailey Speck, Jennifer Isenhour, Elisabeth Conradt, Sheila E. Crowell, K. Lee Raby
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 (β = −0.30) and children's RSA recovery (β = 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.HighlightsWe examined whether maternal sensitivity during infancy predicts changes in children's RSA activity from infancy to toddlerhood.Children who experienced higher levels of maternal sensitivity during infancy showed greater RSA recovery from a stressor during toddlerhood.Children who experienced higher levels of maternal sensitivity during infancy had lower resting RSA levels during toddlerhood.
{"title":"Maternal sensitivity as a predictor of change in respiratory sinus arrhythmia activity from infancy to toddlerhood","authors":"Tracey Tacana, Bailey Speck, Jennifer Isenhour, Elisabeth Conradt, Sheila E. Crowell, K. Lee Raby","doi":"10.1002/icd.2545","DOIUrl":"https://doi.org/10.1002/icd.2545","url":null,"abstract":"<jats:label/>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 (<jats:italic>β</jats:italic> = −0.30) and children's RSA recovery (<jats:italic>β</jats:italic> = 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.Highlights<jats:list list-type=\"bullet\"> <jats:list-item>We examined whether maternal sensitivity during infancy predicts changes in children's RSA activity from infancy to toddlerhood.</jats:list-item> <jats:list-item>Children who experienced higher levels of maternal sensitivity during infancy showed greater RSA recovery from a stressor during toddlerhood.</jats:list-item> <jats:list-item>Children who experienced higher levels of maternal sensitivity during infancy had lower resting RSA levels during toddlerhood.</jats:list-item> </jats:list>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"108 1","pages":""},"PeriodicalIF":2.2,"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}
Daniela Kloo, Larissa J. Kaltefleiter, Beate Sodian
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.
{"title":"Early perspective taking predicts later cognitive flexibility: A longitudinal study","authors":"Daniela Kloo, Larissa J. Kaltefleiter, Beate Sodian","doi":"10.1002/icd.2537","DOIUrl":"https://doi.org/10.1002/icd.2537","url":null,"abstract":"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.","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"6 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","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":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hatice Merve İmir, K. Büşra Kaynak‐Ekici, Z. Fulya Temel
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.
{"title":"Development and validation of a metacognitive assessment tool for Turkish preschool children: A test for 48–66 months‐old","authors":"Hatice Merve İmir, K. Büşra Kaynak‐Ekici, Z. Fulya Temel","doi":"10.1002/icd.2536","DOIUrl":"https://doi.org/10.1002/icd.2536","url":null,"abstract":"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.","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"28 17 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-09-05","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}
Ghada Amaireh, Line Caes, Aimee Theyer, Christina Davidson, Sobanawartiny Wijeakumar
Caregiver executive functions (EFs) play an integral role in shaping cognitive development. Here, we investigated how caregiver EF abilities (86 caregivers; mean age = 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.HighlightsThe study investigated the association between caregiver executive functions (EF) and visual working memory (VWM) function in infants.Caregiver EFs were assessed using the BRIEF‐A questionnaire, and infant VWM function was assessed using the preferential‐looking task and brain imaging.Better caregiver EF abilities were associated with better VWM behavior and fronto‐temporo‐parietal engagement in infants.
{"title":"Caregiver executive functions are associated with infant visual working memory","authors":"Ghada Amaireh, Line Caes, Aimee Theyer, Christina Davidson, Sobanawartiny Wijeakumar","doi":"10.1002/icd.2543","DOIUrl":"https://doi.org/10.1002/icd.2543","url":null,"abstract":"<jats:label/>Caregiver executive functions (EFs) play an integral role in shaping cognitive development. Here, we investigated how caregiver EF abilities (86 caregivers; <jats:italic>mean age</jats:italic> = 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.Highlights<jats:list list-type=\"bullet\"> <jats:list-item>The study investigated the association between caregiver executive functions (EF) and visual working memory (VWM) function in infants.</jats:list-item> <jats:list-item>Caregiver EFs were assessed using the BRIEF‐A questionnaire, and infant VWM function was assessed using the preferential‐looking task and brain imaging.</jats:list-item> <jats:list-item>Better caregiver EF abilities were associated with better VWM behavior and fronto‐temporo‐parietal engagement in infants.</jats:list-item> </jats:list>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"39 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","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":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Judy Paulick, Alexa Quinn, Jessica Whittaker, Virginia Vitiello, Robert Pianta
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.
{"title":"Factors influencing kindergarten Families' perceptions of home–school interactions","authors":"Judy Paulick, Alexa Quinn, Jessica Whittaker, Virginia Vitiello, Robert Pianta","doi":"10.1002/icd.2540","DOIUrl":"https://doi.org/10.1002/icd.2540","url":null,"abstract":"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.","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"6 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","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":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sara Mascheretti, Chiara Luoni, Sandro Franceschini, Elena Capelli, Laura Farinotti, Renato Borgatti, Serena Lecce, Cristiano Termine
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: n = 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.HighlightsTo investigate reading development throughout primary school in an Italian‐speaking sample, and the impact of early cognitive and environmental predictors.Reading development was linear and predicted by early cognitive skills, as assessed by repeated measures ANOVAs and growth curve modelling.These findings highlight the importance of supporting reading development as early as the end of Grade 1.
{"title":"Development and predictors of reading skills in a 5‐year Italian longitudinal study","authors":"Sara Mascheretti, Chiara Luoni, Sandro Franceschini, Elena Capelli, Laura Farinotti, Renato Borgatti, Serena Lecce, Cristiano Termine","doi":"10.1002/icd.2542","DOIUrl":"https://doi.org/10.1002/icd.2542","url":null,"abstract":"<jats:label/>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: <jats:italic>n</jats:italic> = 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.Highlights<jats:list list-type=\"bullet\"> <jats:list-item>To investigate reading development throughout primary school in an Italian‐speaking sample, and the impact of early cognitive and environmental predictors.</jats:list-item> <jats:list-item>Reading development was linear and predicted by early cognitive skills, as assessed by repeated measures ANOVAs and growth curve modelling.</jats:list-item> <jats:list-item>These findings highlight the importance of supporting reading development as early as the end of Grade 1.</jats:list-item> </jats:list>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"52 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","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":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Man Li, Fengjiao He, Qili Lan, Chen Zhang, Yinyin Zang, Li Wang
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 (Mage = 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.
{"title":"The longitudinal association between COVID‐19 stressors and adolescents' diurnal cortisol: The mediating effects of parental anxiety and behaviours","authors":"Man Li, Fengjiao He, Qili Lan, Chen Zhang, Yinyin Zang, Li Wang","doi":"10.1002/icd.2541","DOIUrl":"https://doi.org/10.1002/icd.2541","url":null,"abstract":"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 (<jats:italic>M</jats:italic><jats:sub>age</jats:sub> = 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.","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"7 1","pages":""},"PeriodicalIF":2.2,"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}
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 (N = 160) and adults (N = 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.
{"title":"When do generics lead to social essentialism: Developmental evidence from Iran","authors":"Ghazaleh Shahbazi, Hossein Samani, Tara M. Mandalaywala, Khatereh Borhani, Telli Davoodi","doi":"10.1002/icd.2538","DOIUrl":"https://doi.org/10.1002/icd.2538","url":null,"abstract":"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 (<jats:italic>N</jats:italic> = 160) and adults (<jats:italic>N</jats:italic> = 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.","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"3 1","pages":""},"PeriodicalIF":2.2,"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}
Children's emotional well‐being may emerge as a result of the dynamic interplay between individual factors, such as temperament and environmental factors, such as parenting stress. The current study aimed to investigate the contributions of child temperament and parenting stress to children's emotional well‐being. This study also examined the moderating role of parenting stress on the association between child temperament and children's emotional well‐being. Participants were mothers of 219 Turkish preschool children (110 girls) aged 36 months to 76 months (M = 56.95 months, SD = 11.73 months). Mothers reported on children's emotional well‐being (emotion regulation, emotion dysregulation, child aggression and child anxiety), temperament (persistence and reactivity) and parenting stress. Persistence was negatively associated with emotion dysregulation and child aggression, while reactivity was negatively associated with emotion regulation and positively associated with emotion dysregulation, aggression and anxiety. Parenting stress was negatively associated with emotion regulation and positively associated with emotion dysregulation, aggression and anxiety. Simple slope analyses revealed that high persistence coupled with low parenting stress was associated with higher emotion regulation, while low persistence paired with high parenting stress was linked to higher child aggression. The findings underline the significance of child temperament and parenting stress for children's emotional well‐being.HighlightsTemperamental persistence is negatively associated with emotion dysregulation and aggression.Temperamental reactivity is negatively associated with emotion regulation and positively associated with emotion dysregulation, aggression and anxiety.Parenting stress was negatively associated with emotion regulation and positively associated with emotion dysregulation, aggression and anxiety in children.
{"title":"Investigating correlates of children's emotional well‐being: Parenting stress and child temperament","authors":"Şevval Çelebi, Ibrahim H. Acar","doi":"10.1002/icd.2539","DOIUrl":"https://doi.org/10.1002/icd.2539","url":null,"abstract":"<jats:label/>Children's emotional well‐being may emerge as a result of the dynamic interplay between individual factors, such as temperament and environmental factors, such as parenting stress. The current study aimed to investigate the contributions of child temperament and parenting stress to children's emotional well‐being. This study also examined the moderating role of parenting stress on the association between child temperament and children's emotional well‐being. Participants were mothers of 219 Turkish preschool children (110 girls) aged 36 months to 76 months (<jats:italic>M</jats:italic> = 56.95 months, SD = 11.73 months). Mothers reported on children's emotional well‐being (emotion regulation, emotion dysregulation, child aggression and child anxiety), temperament (persistence and reactivity) and parenting stress. Persistence was negatively associated with emotion dysregulation and child aggression, while reactivity was negatively associated with emotion regulation and positively associated with emotion dysregulation, aggression and anxiety. Parenting stress was negatively associated with emotion regulation and positively associated with emotion dysregulation, aggression and anxiety. Simple slope analyses revealed that high persistence coupled with low parenting stress was associated with higher emotion regulation, while low persistence paired with high parenting stress was linked to higher child aggression. The findings underline the significance of child temperament and parenting stress for children's emotional well‐being.Highlights<jats:list list-type=\"bullet\"> <jats:list-item>Temperamental persistence is negatively associated with emotion dysregulation and aggression.</jats:list-item> <jats:list-item>Temperamental reactivity is negatively associated with emotion regulation and positively associated with emotion dysregulation, aggression and anxiety.</jats:list-item> <jats:list-item>Parenting stress was negatively associated with emotion regulation and positively associated with emotion dysregulation, aggression and anxiety in children.</jats:list-item> </jats:list>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"2023 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141910315","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：