Lauren G. Bailes, Diane M. Lickenbrock, Alyssa R. Swift, Logan J. Rios
Understanding the factors contributing to sensitive parenting is crucial to optimize infant social and emotional functioning. Research has supported the association between parents' personality and parenting quality, but findings are inconsistent when examining various global personality measures. Further, it is likely that the interaction between parent-level (e.g., personality) and infant-level characteristics (e.g., temperament) are more strongly associated with caregiving quality. Most studies examining predictors of parenting quality have only included mothers, compared to fathers. The current study examined the interaction between parental personality and infant temperament and associations with parental sensitivity and intrusiveness with mothers and fathers. The participants included families (n = 102) when the infants were 4, 6, and 8 months old. Using parent report measures and a face-to-face play task, significant main effects of maternal behavioral inhibition on parenting behaviors were observed for mothers. A Behavioral Activation X Infant Negative Reactivity interaction predicted both maternal sensitivity and intrusiveness, whereas a Behavioral Inhibition X Infant Surgency predicted paternal intrusiveness. In summary, the results revealed support for the goodness-of-fit perspective between parents' personality and infant temperament.
了解养育子女的敏感因素对于优化婴儿的社会和情感功能至关重要。研究支持父母的个性与养育质量之间的关联,但在研究各种综合个性测量时,研究结果并不一致。此外,父母层面(如性格)和婴儿层面的特征(如脾气)之间的相互作用很可能与养育质量有更密切的关系。与父亲相比,大多数研究只对母亲进行了育儿质量预测。本研究考察了父母性格与婴儿性情之间的相互作用,以及父母的敏感性和侵入性与母亲和父亲之间的关联。研究对象包括婴儿4、6和8个月大时的家庭(n = 102)。通过父母报告测量和面对面游戏任务,观察到母亲的行为抑制对养育行为有显著的主效应。行为激活 X 婴儿消极反应的交互作用预测了母亲的敏感性和干涉性,而行为抑制 X 婴儿急躁则预测了父亲的干涉性。总之,研究结果表明,父母的性格与婴儿的气质之间的拟合度很高。
{"title":"Parental sensitivity and intrusiveness with mothers and fathers: Associations between parental behavioral activation/inhibition and infant temperament","authors":"Lauren G. Bailes, Diane M. Lickenbrock, Alyssa R. Swift, Logan J. Rios","doi":"10.1111/infa.12589","DOIUrl":"10.1111/infa.12589","url":null,"abstract":"<p>Understanding the factors contributing to sensitive parenting is crucial to optimize infant social and emotional functioning. Research has supported the association between parents' personality and parenting quality, but findings are inconsistent when examining various global personality measures. Further, it is likely that the interaction between parent-level (e.g., personality) and infant-level characteristics (e.g., temperament) are more strongly associated with caregiving quality. Most studies examining predictors of parenting quality have only included mothers, compared to fathers. The current study examined the interaction between parental personality and infant temperament and associations with parental sensitivity and intrusiveness with mothers and fathers. The participants included families (<i>n</i> = 102) when the infants were 4, 6, and 8 months old. Using parent report measures and a face-to-face play task, significant main effects of maternal behavioral inhibition on parenting behaviors were observed for mothers. A Behavioral Activation X Infant Negative Reactivity interaction predicted both maternal sensitivity and intrusiveness, whereas a Behavioral Inhibition X Infant Surgency predicted paternal intrusiveness. In summary, the results revealed support for the goodness-of-fit perspective between parents' personality and infant temperament.</p>","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"29 4","pages":"571-589"},"PeriodicalIF":2.6,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/infa.12589","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140177174","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}
Early environments can have significant and lasting effects on brain, body, and behavior across the lifecourse. Here, we address current research efforts to understand how experiences impact neurodevelopment with a new perspective integrating two well-known conceptual frameworks - the Developmental Origins of Health and Disease (DOHaD) and sensitive/critical period frameworks. Specifically, we consider how prenatal experiences characterized in the DOHaD model impact two key neurobiological mechanisms of sensitive/critical periods for adapting to and learning from the postnatal environment. We draw from both animal and human research to summarize the current state of knowledge on how particular prenatal substance exposures (psychoactive substances and heavy metals) and nutritional profiles (protein-energy malnutrition and iron deficiency) each differentially impact brain circuits' excitation/GABAergic inhibition balance and myelination. Finally, we highlight new research directions that emerge from this integrated framework, including testing how prenatal environments alter sensitive/critical period timing and learning and identifying potential promotional/buffering prenatal exposures to impact postnatal sensitive/critical periods. We hope this integrative framework considering prenatal influences on postnatal neuroplasticity will stimulate new research to understand how early environments have lasting consequences on our brains, behavior, and health.
{"title":"Prenatal influences on postnatal neuroplasticity: Integrating DOHaD and sensitive/critical period frameworks to understand biological embedding in early development.","authors":"Emma T Margolis, Laurel J Gabard-Durnam","doi":"10.1111/infa.12588","DOIUrl":"https://doi.org/10.1111/infa.12588","url":null,"abstract":"<p><p>Early environments can have significant and lasting effects on brain, body, and behavior across the lifecourse. Here, we address current research efforts to understand how experiences impact neurodevelopment with a new perspective integrating two well-known conceptual frameworks - the Developmental Origins of Health and Disease (DOHaD) and sensitive/critical period frameworks. Specifically, we consider how prenatal experiences characterized in the DOHaD model impact two key neurobiological mechanisms of sensitive/critical periods for adapting to and learning from the postnatal environment. We draw from both animal and human research to summarize the current state of knowledge on how particular prenatal substance exposures (psychoactive substances and heavy metals) and nutritional profiles (protein-energy malnutrition and iron deficiency) each differentially impact brain circuits' excitation/GABAergic inhibition balance and myelination. Finally, we highlight new research directions that emerge from this integrated framework, including testing how prenatal environments alter sensitive/critical period timing and learning and identifying potential promotional/buffering prenatal exposures to impact postnatal sensitive/critical periods. We hope this integrative framework considering prenatal influences on postnatal neuroplasticity will stimulate new research to understand how early environments have lasting consequences on our brains, behavior, and health.</p>","PeriodicalId":47895,"journal":{"name":"Infancy","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140050727","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}
To efficiently recognize words, children learning an intonational language like English should avoid interpreting pitch-contour variation as signaling lexical contrast, despite the relevance of pitch at other levels of structure. Thus far, the developmental time-course with which English-learning children rule out pitch as a contrastive feature has been incompletely characterized. Prior studies have tested diverse lexical contrasts and have not tested beyond 30 months. To specify the developmental trajectory over a broader age range, we extended a prior study (Quam & Swingley, 2010), in which 30-month-olds and adults disregarded pitch changes, but attended to vowel changes, in newly learned words. Using the same phonological contrasts, we tested 3- to 5-year-olds, 24-month-olds, and 18-month-olds. The older two groups were tested using the language-guided-looking method. The oldest group attended to vowels but not pitch. Surprisingly, 24-month-olds ignored not just pitch but sometimes vowels as well—conflicting with prior findings of phonological constraint at 24 months. The youngest group was tested using the Switch habituation method, half with additional phonetic variability in training. Eighteen-month-olds learned both pitch-contrasted and vowel-contrasted words, whether or not additional variability was present. Thus, native-language phonological constraint was not evidenced prior to 30 months (Quam & Swingley, 2010). We contextualize our findings within other recent work in this area.
{"title":"Developmental change in English-learning children's interpretations of salient pitch contours in word learning","authors":"Carolyn Quam, Daniel Swingley","doi":"10.1111/infa.12587","DOIUrl":"10.1111/infa.12587","url":null,"abstract":"<p>To efficiently recognize words, children learning an intonational language like English should avoid interpreting pitch-contour variation as signaling lexical contrast, despite the relevance of pitch at other levels of structure. Thus far, the developmental time-course with which English-learning children rule out pitch as a contrastive feature has been incompletely characterized. Prior studies have tested diverse lexical contrasts and have not tested beyond 30 months. To specify the developmental trajectory over a broader age range, we extended a prior study (Quam & Swingley, 2010), in which 30-month-olds and adults disregarded pitch changes, but attended to vowel changes, in newly learned words. Using the same phonological contrasts, we tested 3- to 5-year-olds, 24-month-olds, and 18-month-olds. The older two groups were tested using the language-guided-looking method. The oldest group attended to vowels but not pitch. Surprisingly, 24-month-olds ignored not just pitch but sometimes vowels as well—conflicting with prior findings of phonological constraint at 24 months. The youngest group was tested using the Switch habituation method, half with additional phonetic variability in training. Eighteen-month-olds learned both pitch-contrasted and vowel-contrasted words, whether or not additional variability was present. Thus, native-language phonological constraint was not evidenced prior to 30 months (Quam & Swingley, 2010). We contextualize our findings within other recent work in this area.</p>","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"29 3","pages":"355-385"},"PeriodicalIF":2.6,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/infa.12587","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139997866","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}
Research in the U.S. and other Western countries shows that children’s early gesture use, which starts prior to verbal communication, is an important predictor of children’s later language development. Despite increasing efforts to study gesture use in diverse contexts, most of our knowledge on the role of gesture is largely based on populations of Western countries. In this study, we add to the growing body of international research by examining gesture use by 31 mothers and their 14-month-old infants (12 girls) in South Korea and investigate the gestures used during interaction, and whether early gesture use at 14 months predicts Korean children’s later language skills at 36 months. The results showed that in addition to using gestures observed in other cultural contexts, Korean mother-child dyads used culturally specific gesture (i.e., bowing), showing an early sign of socialization that starts with preverbal children. In addition, Korean infants’ index-finger pointing, but not showing and giving, predicted their later receptive and expressive vocabulary skills at 36 months, providing additional support for the importance of pointing in early language development.
{"title":"Early gesture use predicts children’s language development in South Korea: New evidence supporting the cross-cultural importance of pointing","authors":"So Yeon Shin, Meredith L. Rowe, Hyun Suk Lee","doi":"10.1111/infa.12585","DOIUrl":"10.1111/infa.12585","url":null,"abstract":"<p>Research in the U.S. and other Western countries shows that children’s early gesture use, which starts prior to verbal communication, is an important predictor of children’s later language development. Despite increasing efforts to study gesture use in diverse contexts, most of our knowledge on the role of gesture is largely based on populations of Western countries. In this study, we add to the growing body of international research by examining gesture use by 31 mothers and their 14-month-old infants (12 girls) in South Korea and investigate the gestures used during interaction, and whether early gesture use at 14 months predicts Korean children’s later language skills at 36 months. The results showed that in addition to using gestures observed in other cultural contexts, Korean mother-child dyads used culturally specific gesture (i.e., bowing), showing an early sign of socialization that starts with preverbal children. In addition, Korean infants’ index-finger pointing, but not showing and giving, predicted their later receptive and expressive vocabulary skills at 36 months, providing additional support for the importance of pointing in early language development.</p>","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"29 3","pages":"327-354"},"PeriodicalIF":2.6,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/infa.12585","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139968897","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}
Charlotte Viktorsson, Ana Maria Portugal, Mark J. Taylor, Angelica Ronald, Terje Falck-Ytter
Efficiently processing information from faces in infancy is foundational for nonverbal communication. We studied individual differences in 5-month-old infants' (N = 517) sustained attention to faces and preference for emotional faces. We assessed the contribution of genetic and environmental influences to individual differences in these gaze behaviors, and the association between these traits and other concurrent and later phenotypes. We found an association between the mean duration of looking at a face (before looking away from it) at 5 months and socio-communicative abilities at 14 months (β = 0.17, 95% CI: 0.08; 0.26, p < 0.001). Sustained attention to faces predicted socio-communicative abilities over and above variance captured by mean fixation duration. We also found a statistically significant but weak tendency to prefer looking at smiling faces (relative to neutral faces), but no indication that variability in this behavior was explained by genetic effects. Moderate heritability was found for sustained attention to faces (A = 0.23, CI: 0.06; 0.38), while shared environmental influences were non-significant for both phenotypes. These findings suggest that sustained looking at individual faces before looking away is a developmentally significant ‘social attention’ phenotype in infancy, characterized by moderate heritability and a specific relation to later socio-communicative abilities.
{"title":"Sustained looking at faces at 5 months of age is associated with socio-communicative skills in the second year of life","authors":"Charlotte Viktorsson, Ana Maria Portugal, Mark J. Taylor, Angelica Ronald, Terje Falck-Ytter","doi":"10.1111/infa.12586","DOIUrl":"10.1111/infa.12586","url":null,"abstract":"<p>Efficiently processing information from faces in infancy is foundational for nonverbal communication. We studied individual differences in 5-month-old infants' (<i>N</i> = 517) sustained attention to faces and preference for emotional faces. We assessed the contribution of genetic and environmental influences to individual differences in these gaze behaviors, and the association between these traits and other concurrent and later phenotypes. We found an association between the mean duration of looking at a face (before looking away from it) at 5 months and socio-communicative abilities at 14 months (<i>β</i> = 0.17, 95% CI: 0.08; 0.26, <i>p</i> < 0.001). Sustained attention to faces predicted socio-communicative abilities over and above variance captured by mean fixation duration. We also found a statistically significant but weak tendency to prefer looking at smiling faces (relative to neutral faces), but no indication that variability in this behavior was explained by genetic effects. Moderate heritability was found for sustained attention to faces (<i>A</i> = 0.23, CI: 0.06; 0.38), while shared environmental influences were non-significant for both phenotypes. These findings suggest that sustained looking at individual faces before looking away is a developmentally significant ‘social attention’ phenotype in infancy, characterized by moderate heritability and a specific relation to later socio-communicative abilities.</p>","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"29 3","pages":"459-478"},"PeriodicalIF":2.6,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/infa.12586","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139736427","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}
Jennifer E. Khoury, Leslie Atkinson, Andrea Gonzalez
Elevated psychological distress, experienced by pregnant women and parents, has been well-documented during the COVID-19 pandemic. Most research focuses on the first 6-months postpartum, with single or limited repeated measures of perinatal distress. The present longitudinal study examined how perinatal distress, experienced over nearly 2 years of the COVID-19 pandemic, impacted toddler socioemotional development. A sample of 304 participants participated during pregnancy, 6-weeks, 6-months, and 15-months postpartum. Mothers reported their depressive, anxiety, and stress symptoms, at each timepoint. Mother-reported toddler socioemotional functioning (using the Brief Infant–Toddler Social and Emotional Assessment) was measured at 15-months. Results of structural equation mediation models indicated that (1) higher prenatal distress was associated with elevated postpartum distress, from 6-weeks to 15-months postpartum; (2) associations between prenatal distress and toddler socioemotional problems became nonsignificant after accounting for postpartum distress; and (3) higher prenatal distress was indirectly associated with greater socioemotional problems, and specifically elevated externalizing problems, through higher maternal distress at 6 weeks and 15 months postpartum. Findings suggest that the continued experience of distress during the postpartum period plays an important role in child socioemotional development during the COVID-19 pandemic.
{"title":"A longitudinal study examining the associations between prenatal and postnatal maternal distress and toddler socioemotional developmental during the COVID-19 pandemic","authors":"Jennifer E. Khoury, Leslie Atkinson, Andrea Gonzalez","doi":"10.1111/infa.12584","DOIUrl":"10.1111/infa.12584","url":null,"abstract":"<p>Elevated psychological distress, experienced by pregnant women and parents, has been well-documented during the COVID-19 pandemic. Most research focuses on the first 6-months postpartum, with single or limited repeated measures of perinatal distress. The present longitudinal study examined how perinatal distress, experienced over nearly 2 years of the COVID-19 pandemic, impacted toddler socioemotional development. A sample of 304 participants participated during pregnancy, 6-weeks, 6-months, and 15-months postpartum. Mothers reported their depressive, anxiety, and stress symptoms, at each timepoint. Mother-reported toddler socioemotional functioning (using the Brief Infant–Toddler Social and Emotional Assessment) was measured at 15-months. Results of structural equation mediation models indicated that (1) higher prenatal distress was associated with elevated postpartum distress, from 6-weeks to 15-months postpartum; (2) associations between prenatal distress and toddler socioemotional problems became nonsignificant after accounting for postpartum distress; and (3) higher prenatal distress was indirectly associated with greater socioemotional problems, and specifically elevated externalizing problems, through higher maternal distress at 6 weeks and 15 months postpartum. Findings suggest that the continued experience of distress during the postpartum period plays an important role in child socioemotional development during the COVID-19 pandemic.</p>","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"29 3","pages":"412-436"},"PeriodicalIF":2.6,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/infa.12584","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139708123","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}
Jennifer A. Mattera, Nora L. Erickson, Celestina Barbosa-Leiker, Maria A. Gartstein
For pregnant women, the COVID-19 pandemic has resulted in unprecedented stressors, including uncertainty regarding prenatal care and the long-term consequences of perinatal infection. However, few studies have examined the role of this adverse event on maternal wellbeing and infant socioemotional development following the initial wave of the pandemic when less stringent public health restrictions were in place. The current study addressed these gaps in the literature by first comparing prenatal internalizing symptoms and infant temperament collected after the first wave of the pandemic to equivalent measures in a pre-pandemic sample. Second, associations between prenatal pandemic-related stress and infant temperament were examined. Women who were pregnant during the COVID-19 pandemic endorsed higher pregnancy-specific anxiety relative to the pre-pandemic sample. They also reported greater infant negative emotionality and lower positive affectivity and regulatory capacity at 2 months postpartum. Prenatal infection stress directly predicted infant negative affect. Both prenatal infection and preparedness stress were indirectly related to infant negative emotionality through depression symptoms during pregnancy and at 2 months postpartum. These results have implications for prenatal mental health screening procedures during the pandemic and the development of early intervention programs for infants born to mothers during this adverse event.
{"title":"COVID-19 pandemic effects: Examining prenatal internalizing symptoms and infant temperament","authors":"Jennifer A. Mattera, Nora L. Erickson, Celestina Barbosa-Leiker, Maria A. Gartstein","doi":"10.1111/infa.12583","DOIUrl":"10.1111/infa.12583","url":null,"abstract":"<p>For pregnant women, the COVID-19 pandemic has resulted in unprecedented stressors, including uncertainty regarding prenatal care and the long-term consequences of perinatal infection. However, few studies have examined the role of this adverse event on maternal wellbeing and infant socioemotional development following the initial wave of the pandemic when less stringent public health restrictions were in place. The current study addressed these gaps in the literature by first comparing prenatal internalizing symptoms and infant temperament collected after the first wave of the pandemic to equivalent measures in a pre-pandemic sample. Second, associations between prenatal pandemic-related stress and infant temperament were examined. Women who were pregnant during the COVID-19 pandemic endorsed higher pregnancy-specific anxiety relative to the pre-pandemic sample. They also reported greater infant negative emotionality and lower positive affectivity and regulatory capacity at 2 months postpartum. Prenatal infection stress directly predicted infant negative affect. Both prenatal infection and preparedness stress were indirectly related to infant negative emotionality through depression symptoms during pregnancy and at 2 months postpartum. These results have implications for prenatal mental health screening procedures during the pandemic and the development of early intervention programs for infants born to mothers during this adverse event.</p>","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"29 3","pages":"386-411"},"PeriodicalIF":2.6,"publicationDate":"2024-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/infa.12583","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139513965","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}
Oliver Perra, Alice Winstanley, Rebecca Sperotto, Merideth Gattis
Cross-task stability refers to performance consistency across different settings and measures of the same construct. Cross-task stability can help us understand developmental processes, including how risks such as preterm birth affect outcomes. We investigated cross-task stability of attention control in 32 preterm and 39 term infants. All infants had the same chronological age at time of testing (5 months) but varied in gestational age (GA) at birth (30–42 weeks). Infants completed an experimental attention following task with a researcher and a naturalistic play observation with their mothers. Both preterm and term infants demonstrated attention following in the experimental task. GA and flexibility of attention were related: the likelihood of no turn trials decreased with increasing GA. To evaluate cross-task stability, we compared attention performance in the experimental and naturalistic settings. Flexible attention shifts on the experimental task were positively related to attention to objects in the naturalistic observation. Furthermore, the association between flexible attention shifts on the experimental task and attention to objects in the naturalistic observation was moderated by GA. Our study provides initial evidence that the consolidation of attention control increases with GA. These findings highlight the value of comparing experimental and observational measures of attention.
跨任务稳定性指的是在不同的环境下和对同一结构进行测量时的表现一致性。跨任务稳定性有助于我们了解发育过程,包括早产等风险如何影响发育结果。我们调查了 32 名早产儿和 39 名足月儿在注意力控制方面的跨任务稳定性。所有婴儿接受测试时的年龄(5 个月)相同,但出生时的胎龄(30-42 周)不同。婴儿与研究人员一起完成了一项注意力跟踪实验任务,并与母亲一起完成了一项自然游戏观察任务。早产儿和足月儿在实验任务中都表现出了注意追随。性别差异与注意力的灵活性有关:随着性别差异的增加,无转向试验的可能性降低。为了评估跨任务的稳定性,我们比较了实验环境和自然环境中的注意力表现。实验任务中的灵活注意力转移与自然观察中对物体的注意力呈正相关。此外,实验任务中的灵活注意转移与自然观察中对物体的注意之间的关联受 GA 的调节。我们的研究提供了初步证据,证明注意力控制的巩固会随着 GA 的增加而增加。这些发现凸显了将注意力的实验测量与观察测量进行比较的价值。
{"title":"Attention control in preterm and term 5-month-old infants: Cross-task stability increases with gestational age","authors":"Oliver Perra, Alice Winstanley, Rebecca Sperotto, Merideth Gattis","doi":"10.1111/infa.12574","DOIUrl":"10.1111/infa.12574","url":null,"abstract":"<p>Cross-task stability refers to performance consistency across different settings and measures of the same construct. Cross-task stability can help us understand developmental processes, including how risks such as preterm birth affect outcomes. We investigated cross-task stability of attention control in 32 preterm and 39 term infants. All infants had the same chronological age at time of testing (5 months) but varied in gestational age (GA) at birth (30–42 weeks). Infants completed an experimental attention following task with a researcher and a naturalistic play observation with their mothers. Both preterm and term infants demonstrated attention following in the experimental task. GA and flexibility of attention were related: the likelihood of no turn trials decreased with increasing GA. To evaluate cross-task stability, we compared attention performance in the experimental and naturalistic settings. Flexible attention shifts on the experimental task were positively related to attention to objects in the naturalistic observation. Furthermore, the association between flexible attention shifts on the experimental task and attention to objects in the naturalistic observation was moderated by GA. Our study provides initial evidence that the consolidation of attention control increases with GA. These findings highlight the value of comparing experimental and observational measures of attention.</p>","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"29 3","pages":"437-458"},"PeriodicalIF":2.6,"publicationDate":"2024-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/infa.12574","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139513963","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}
Catherine S. Tamis-LeMonda, George Kachergis, Lillian R. Masek, Sandy L. Gonzalez, Kasey C. Soska, Orit Herzberg, Melody Xu, Karen E. Adolph, Rick O. Gilmore, Marc H. Bornstein, Marianella Casasola, Caitlin M. Fausey, Michael C. Frank, Susan Goldin-Meadow, Julie Gros-Louis, Kathy Hirsh-Pasek, Jana Iverson, Casey Lew-Williams, Brian MacWhinney, Virginia A. Marchman, Letitia Naigles, Laura Namy, Lynn K. Perry, Meredith Rowe, Adam Sheya, Melanie Soderstrom, Lulu Song, Eric Walle, Anne S. Warlaumont, Hanako Yoshida, Chen Yu, Dan Yurovsky
The valid assessment of vocabulary development in dual-language-learning infants is critical to developmental science. We developed the Dual Language Learners English-Spanish (DLL-ES) Inventories to measure vocabularies of U.S. English-Spanish DLLs. The inventories provide translation equivalents for all Spanish and English items on Communicative Development Inventory (CDI) short forms; extended inventories based on CDI long forms; and Spanish language-variety options. Item-Response Theory analyses applied to Wordbank and Web-CDI data (n = 2603, 12–18 months; n = 6722, 16–36 months; half female; 1% Asian, 3% Black, 2% Hispanic, 30% White, 64% unknown) showed near-perfect associations between DLL-ES and CDI long-form scores. Interviews with 10 Hispanic mothers of 18- to 24-month-olds (2 White, 1 Black, 7 multi-racial; 6 female) provide a proof of concept for the value of the DLL-ES for assessing the vocabularies of DLLs.
{"title":"Comparing apples to manzanas and oranges to naranjas: A new measure of English-Spanish vocabulary for dual language learners","authors":"Catherine S. Tamis-LeMonda, George Kachergis, Lillian R. Masek, Sandy L. Gonzalez, Kasey C. Soska, Orit Herzberg, Melody Xu, Karen E. Adolph, Rick O. Gilmore, Marc H. Bornstein, Marianella Casasola, Caitlin M. Fausey, Michael C. Frank, Susan Goldin-Meadow, Julie Gros-Louis, Kathy Hirsh-Pasek, Jana Iverson, Casey Lew-Williams, Brian MacWhinney, Virginia A. Marchman, Letitia Naigles, Laura Namy, Lynn K. Perry, Meredith Rowe, Adam Sheya, Melanie Soderstrom, Lulu Song, Eric Walle, Anne S. Warlaumont, Hanako Yoshida, Chen Yu, Dan Yurovsky","doi":"10.1111/infa.12571","DOIUrl":"10.1111/infa.12571","url":null,"abstract":"<p>The valid assessment of vocabulary development in dual-language-learning infants is critical to developmental science. We developed the <i>Dual Language Learners English-Spanish (DLL-ES) Inventories</i> to measure vocabularies of U.S. English-Spanish DLLs. The inventories provide translation equivalents for all Spanish and English items on Communicative Development Inventory (CDI) short forms; extended inventories based on CDI long forms; and Spanish language-variety options. Item-Response Theory analyses applied to Wordbank and Web-CDI data (<i>n</i> = 2603, 12–18 months; <i>n</i> = 6722, 16–36 months; half female; 1% Asian, 3% Black, 2% Hispanic, 30% White, 64% unknown) showed near-perfect associations between DLL-ES and CDI long-form scores. Interviews with 10 Hispanic mothers of 18- to 24-month-olds (2 White, 1 Black, 7 multi-racial; 6 female) provide a proof of concept for the value of the DLL-ES for assessing the vocabularies of DLLs.</p>","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"29 3","pages":"302-326"},"PeriodicalIF":2.6,"publicationDate":"2024-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139460766","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}
Ebru Ger, Stephanie Wermelinger, Maxine de Ven, Moritz M. Daum
Adults and infants as young as 4 months old orient to pointing gestures. Although adults are shown to orient faster to index-finger pointing than other hand shapes, it is unknown whether hand shapes influence infants' perception of pointing. In this study, we used a spatial cueing paradigm on an eye tracker to investigate whether and to what extent adults and 12-month-old infants orient their attention in the direction of pointing gestures with different hand shapes: index finger, whole hand, and pinky finger. Furthermore, we assessed infants' and their parents' pointing production. Results revealed that adults showed a reliable cueing effect: shorter saccadic reaction times (SRTs) to congruent than incongruent targets, for all hand shapes. However, they did not show a larger cueing effect triggered by the index or any other finger. This contradicts previous findings and is discussed with respect to the differences in methodology. Infants showed a cueing effect only for the whole hand but not for the index or pinky fingers. The current results suggest that infants' orienting to pointing may be more robust for the whole hand shape in the first year, and tuning in to the social-communicative relevance of the canonical index finger shape may develop later or require additional social-communicative cues.
{"title":"What's the point? Infants' and adults' perception of different pointing gestures","authors":"Ebru Ger, Stephanie Wermelinger, Maxine de Ven, Moritz M. Daum","doi":"10.1111/infa.12579","DOIUrl":"10.1111/infa.12579","url":null,"abstract":"<p>Adults and infants as young as 4 months old orient to pointing gestures. Although adults are shown to orient faster to index-finger pointing than other hand shapes, it is unknown whether hand shapes influence infants' perception of pointing. In this study, we used a spatial cueing paradigm on an eye tracker to investigate whether and to what extent adults and 12-month-old infants orient their attention in the direction of pointing gestures with different hand shapes: index finger, whole hand, and pinky finger. Furthermore, we assessed infants' and their parents' pointing production. Results revealed that adults showed a reliable cueing effect: shorter saccadic reaction times (SRTs) to congruent than incongruent targets, for all hand shapes. However, they did not show a larger cueing effect triggered by the index or any other finger. This contradicts previous findings and is discussed with respect to the differences in methodology. Infants showed a cueing effect only for the whole hand but not for the index or pinky fingers. The current results suggest that infants' orienting to pointing may be more robust for the whole hand shape in the first year, and tuning in to the social-communicative relevance of the canonical index finger shape may develop later or require additional social-communicative cues.</p>","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"29 2","pages":"251-270"},"PeriodicalIF":2.6,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139425746","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}