Infant Behavior & Development最新文献

{"title":"Development and validation of the NIH Baby Toolbox® Executive Function and Memory measures","authors":"Rachel M. Flynn ,&nbsp;Y. Catherine Han ,&nbsp;Aaron J. Kaat ,&nbsp;Maxwell Mansolf ,&nbsp;Elizabeth M. Dworak ,&nbsp;Sarah Pila ,&nbsp;Lihua Yao ,&nbsp;Stephanie M. Carlson ,&nbsp;Lisa M. Oakes ,&nbsp;Richard C. Gershon ,&nbsp;Philip David Zelazo","doi":"10.1016/j.infbeh.2025.102118","DOIUrl":"10.1016/j.infbeh.2025.102118","url":null,"abstract":"<div><div>Existing standardized assessments of Executive Function and Memory (EF-Mem) for infants and toddlers tend to be limited in scope, can be burdensome to administer, and/or do not often utilize modern technology. Here, we describe the development and validation of the novel iPad-based EF-Mem measures in the NIH Baby Toolbox® for infants and young children 1–42 months old. English and Spanish versions of gaze-based (Familiarization) and touch-based measures (Mullen Visual Reception, Visual Delayed Response, Delayed Memory Task) were adapted for iPad administration. A nationally representative sample of children (<em>N</em> <em>=</em> 2515 recruited; <em>N</em> <em>=</em> 2448 who completed at least one EF-Mem measure; <em>n</em> = 1993 English, <em>n</em> = 455 Spanish) were administered the Baby Toolbox EF-Mem measures as part of the full battery of Baby Toolbox measures. Most caregivers completed the Ages and Stages Questionnaire 3rd edition (ASQ-3), and separate subsets of children were administered the Bayley Scales for Infant Development 4th Edition (Bayley-4, <em>n</em> = 120 recruited; <em>n</em> = 117 that completed both EF-Mem and the Bayley-4) or were administered the Baby Toolbox battery again 1–14 days later to assess test-retest reliability (<em>n</em> = 220 recruited; <em>n</em> = 187 who completed any EF-Mem measure twice). Measure-level scores showed expected correlations with age for gaze and touch measures. EF-Mem scores showed expected correlations with the Bayley-4 for both gaze and touch, indicating convergent validity, and varied meaningfully based on the ASQ-3 classifications. Test-retest reliability for all measures and empirical reliability of the touch scores were moderate. Automatic coding and scoring, ease of administration, reliability, and validity of Baby Toolbox EF-Mem make these measures valuable for developmental assessment.</div></div>","PeriodicalId":48222,"journal":{"name":"Infant Behavior & Development","volume":"80 ","pages":"Article 102118"},"PeriodicalIF":2.0,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144780136","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":"Development and validation of the NIH Baby Toolbox® language measures","authors":"Miriam A. Novack ,&nbsp;Elizabeth M. Dworak ,&nbsp;Y. Catherine Han ,&nbsp;Aaron J. Kaat ,&nbsp;Vitali Ustsinovich ,&nbsp;Jenny Saffran ,&nbsp;Michael C. Frank ,&nbsp;Sandra Waxman ,&nbsp;Richard C. Gershon","doi":"10.1016/j.infbeh.2025.102121","DOIUrl":"10.1016/j.infbeh.2025.102121","url":null,"abstract":"<div><div>Language acquisition is a fundamental aspect of infancy and early childhood development. This paper describes the development and validation of the language measures within the NIH Baby Toolbox® (Baby Toolbox), a state-of-the-art assessment system designed for children aged 16 days to 42 months. The Baby Toolbox language domain includes six measures that assess both expressive and receptive language—Looking while Listening, Picture Vocabulary, CDI-CAT Comprehension, CDI-CAT Production, Mullen Receptive, and Mullen Expressive. These measures, offered in both English and Spanish, leverage advanced technologies—such as computerized adaptive testing and gaze-based paradigms—to enhance both the accuracy and accessibility of the assessment. A large-scale norming study (<em>N</em> = 2490 children; 2025 English-exposed, 465 Spanish-exposed) provided strong evidence of reliability and validity, with high test-retest correlations and robust construct validity, although small sample sizes prohibited analyses for some of the Spanish measures. Findings support the Baby Toolbox as a reliable, scalable tool for assessing early language development in diverse populations.</div></div>","PeriodicalId":48222,"journal":{"name":"Infant Behavior & Development","volume":"80 ","pages":"Article 102121"},"PeriodicalIF":2.0,"publicationDate":"2025-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144770622","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":"2025-08-01","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":"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":"2025-08-01","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}

{"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":"2025-07-31","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":"Development and validation of the motor measures in the NIH Baby Toolbox®","authors":"Karen E. Adolph ,&nbsp;Whitney G. Cole ,&nbsp;Miriam A. Novack ,&nbsp;Y. Catherine Han ,&nbsp;Aaron J. Kaat ,&nbsp;Jaya Rachwani ,&nbsp;Jane Clark ,&nbsp;Stacie Dusing ,&nbsp;Jill Heathcock ,&nbsp;Laura A. Prosser ,&nbsp;Jeffrey J. Lockman ,&nbsp;Jill Whitall ,&nbsp;Richard C. Gershon","doi":"10.1016/j.infbeh.2025.102115","DOIUrl":"10.1016/j.infbeh.2025.102115","url":null,"abstract":"<div><div>Motor skill is foundational for early development and an important indicator of whether children’s development is on track. The NIH “Baby” Toolbox®, an iPad-based app designed for broad use by nonexperts, includes measures to assess motor skill in children aged 16 days to 42 months. The measures use direct observation in functional, everyday, child-friendly tasks—reaching to eat and getting up to go to a caregiver—to assess children’s manual, postural, and locomotor skills. Administration and scoring uniquely capitalize on the video capabilities of the iPad to allow instantaneous review of fast, subtle movements and comparison to standard exemplar illustrations. Moreover, videos can be exported for later analysis and reuse. A large-scale norming study (<em>N</em> = 2353; 1921 English-speaking, 432 Spanish-speaking) verified the reliability and validity of the Reach to Eat and Get Up and Go measures. An additional supplementary measure, Sit and Stand, is designed to assess stationary postural control, akin to the Standing Balance measure in the NIH Toolbox for older children and adults. Findings support the Baby Toolbox as a reliable, valid, scalable assessment instrument for infant and toddler fine and gross motor skill.</div></div>","PeriodicalId":48222,"journal":{"name":"Infant Behavior & Development","volume":"80 ","pages":"Article 102115"},"PeriodicalIF":2.0,"publicationDate":"2025-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144738085","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":"NIH Baby Toolbox® methodology and norms development","authors":"Y. Catherine Han ,&nbsp;Elizabeth M. Dworak ,&nbsp;Maxwell Mansolf ,&nbsp;Hubert Adam ,&nbsp;Lihua Yao ,&nbsp;Miriam A. Novack ,&nbsp;Sarah Pila ,&nbsp;Rachel M. Flynn ,&nbsp;Amanda M. Flagg ,&nbsp;Vitali Ustsinovich ,&nbsp;Kay Savio ,&nbsp;Greg J. Byrne ,&nbsp;Richard C. Gershon ,&nbsp;Aaron J. Kaat","doi":"10.1016/j.infbeh.2025.102117","DOIUrl":"10.1016/j.infbeh.2025.102117","url":null,"abstract":"<div><div>The NIH Baby Toolbox is a comprehensive battery of cognitive, motor, and social-emotional assessments designed for infants aged 1–42 months. Although many standardized, normed early developmental assessments exist, these measures are time-intensive, costly, and require trained experts to administer, score, and interpret. The Baby Toolbox is intended to serve as a “common currency” across developmental fields and provide an extension to the NIH Toolbox for Assessment of Neurological and Behavioral Function® (NIHTB), which is appropriate for individuals from 3 to 90 years of age. The Baby Toolbox was normed using a nationally representative sample of infants and toddlers aged 16 days to 48 months old from the US population (<em>N</em> = 2515; <em>n</em> = 2042 English, <em>n</em> = 473 Spanish). The sample was weighted to match the US Census based on the demographic targets used to create the norming plan. After data collection, the demographic targets were updated to reflect the current figures. Cases were individually weighted to ensure representativeness. Unweighted and weighted demographics are reported herein. Scores were regressed on age in months (for ages where the tests or composites were appropriate) using generalized additive models for location, scale, and shape to obtain expected reference values and standard deviations across age. The Baby Toolbox norming study has been designed to minimize bias and maximize representativeness and precision of estimates. The availability of a \"toolbox\" of tests built using modern measurement theory to address developmental concerns will be an important foundation for addressing critical research questions in infant neurological and behavioral health.</div></div>","PeriodicalId":48222,"journal":{"name":"Infant Behavior & Development","volume":"80 ","pages":"Article 102117"},"PeriodicalIF":2.0,"publicationDate":"2025-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144738084","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":"Development and validation of the NIH Baby Toolbox® Math measures","authors":"Sarah Pila ,&nbsp;Y. Catherine Han ,&nbsp;Hubert Adam ,&nbsp;Vitali Ustsinovich ,&nbsp;Aaron J. Kaat ,&nbsp;Julie Sarama ,&nbsp;Douglas H. Clements ,&nbsp;Richard C. Gershon","doi":"10.1016/j.infbeh.2025.102116","DOIUrl":"10.1016/j.infbeh.2025.102116","url":null,"abstract":"<div><div>The NIH Baby Toolbox® Math measures were designed to assess early mathematical abilities in infants and toddlers, providing a standardized approach to evaluating foundational mathematics competencies among other developmental trajectories. This manuscript describes the development of these measures as well as the reliability and validity of these measures in a diverse sample of children aged 1–42 months. More than 2500 participants were recruited from various socio-economic backgrounds and geographic locations to ensure a representative sample. The validation process involved a multi-method approach, including correlations with age, test-retest reliability, and external validity against two popular developmental assessments. Results from <em>N</em> = 926 participants (714 English-exposed, 212 Spanish-exposed) indicated strong correlation with age for all but one of the measures and good test-retest reliability. Additionally, significant correlations were found between the NIH Baby Toolbox Math measures and established early childhood assessments (ASQ-3 and Bayley-4), confirming known-groups validity. These findings suggest that the Baby Toolbox Math measures are reliable and valid tools for assessing early mathematical skills in infants and toddlers, with potential applications in both research and clinical settings. Future research should explore longitudinal outcomes and the impact of early interventions on mathematical development.</div></div>","PeriodicalId":48222,"journal":{"name":"Infant Behavior & Development","volume":"80 ","pages":"Article 102116"},"PeriodicalIF":2.0,"publicationDate":"2025-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144722229","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":"Development and validation of the NIH Baby Toolbox Social-Emotional Functioning measures","authors":"Courtney K. Blackwell ,&nbsp;Cindy J. Nowinski ,&nbsp;Amy Wetherby ,&nbsp;Jessica A. Sommerville ,&nbsp;Christina Bethell ,&nbsp;Lauren Wakschlag ,&nbsp;Jessica L. Hooker ,&nbsp;Maxwell Mansolf ,&nbsp;Y. Catherine Han ,&nbsp;Elizabeth M. Dworak ,&nbsp;Vitali Ustsinovich ,&nbsp;Aaron J. Kaat ,&nbsp;Richard Gershon","doi":"10.1016/j.infbeh.2025.102110","DOIUrl":"10.1016/j.infbeh.2025.102110","url":null,"abstract":"<div><div>Social-emotional functioning is foundational for children’s healthy development and lifelong well-being. The NIH Toolbox for Assessment of Neurological and Behavioral Function (NIH Toolbox®) includes social-emotional measures for ages 3 and older, leaving a gap for assessing very young children. The new NIH Baby Toolbox directly addresses this measurement gap through its developmentally sensitive, tablet-based assessments of infant and toddler social-emotional functioning. This paper describes the domain conceptualization, measure selection, and psychometric evaluation of the Baby Toolbox Social-Emotional Functioning measures. Through an expert survey and literature review on conceptual frameworks, definitions, and existing measures, six subdomains were identified: <em>Temperament</em>, <em>Negative Affect</em>, <em>Psychological Well-Being</em>, <em>Self-Regulation</em>, <em>Social Communication</em>, and <em>Social Relationships</em>. Specific measures were selected from existing instruments/paradigms and adapted for iPad administration. They include the Infant, Early Childhood, and Childhood Behavior Questionnaire very short forms; the Patient Reported Outcome Measurement Information System (PROMIS®) Early Childhood Parent Report Anger/Irritability, Anxiety, Depressive Symptoms, Positive Affect, Flexibility, Frustration Tolerance, Child-Caregiver Interactions, and Peer Relationships; and the newly developed Social Observation Measure and Caregiver Checklist. Social-Emotional Functioning Measures were validated and normed with 2398 US children (n = 2021 English, n = 377 Spanish) aged 3–48 months using classical and modern test theory. Measures had moderate to high internal and test-retest reliability. Small to moderate intradomain correlations suggest each measure captured related, but unique, components; interdomain associations showed subdomains were distinct. Associations with existing measures supported construct validity. Overall, the Baby Toolbox Social-Emotional Functioning assessments provide reliable, valid, and nationally normed assessments for researchers and clinicians to evaluate infant and toddler social-emotional functioning in a practical and meaningful way.</div></div>","PeriodicalId":48222,"journal":{"name":"Infant Behavior & Development","volume":"80 ","pages":"Article 102110"},"PeriodicalIF":1.9,"publicationDate":"2025-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144713765","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":"2025-07-25","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}