Predicting externalizing and prosocial behaviors in children from parental use of corporal punishment
This study examined whether parental corporal punishment (CP) was associated with children's externalizing and prosocial behaviors 2 years later. The potential moderating effects of child temperament, maternal depression, and parenting skills were explored. Also, exploratory analyses of these associations were conducted according to the children's gender. Data from the Quebec Longitudinal Study of Child Development (n = 1,686 children) were analyzed using ordinary least‐squares regression models. CP at 41 months was associated with boys' and girls' physical aggression and conduct problems at age five. Positive parent...
Source: Infant and Child Development - August 31, 2016 Category: Child Development Authors: Genevi ève Piché, Christophe Huỳnh, Marie‐Ève Clément, Joan E. Durrant Tags: RESEARCH ARTICLE Source Type: research
Emotional functioning, ADHD symptoms, and peer problems: A longitudinal investigation of children age 6 –9.5 years
Abstract
The aim of the present study was to investigate the interplay between attention deficit hyperactivity disorder (ADHD) symptoms and emotional functioning in relation to peer problems. Parent ratings of ADHD symptoms and regulation/reactivity with regard to four emotions (anger, sadness, fear, and happiness/exuberance) at age six were investigated in relation to sociometric peer nominations 3 years later in a non‐clinical sample (n = 91). Reactivity and regulation were only modestly correlated, and these two aspects of emotional functioning did not show the same relation to peer problems. The main finding was t...
Source: Infant and Child Development - August 31, 2016 Category: Child Development Authors: Lisa B. Thorell, Douglas Sj öwall, Sofia Diamatopoulou, Ann‐Margret Rydell, Gunilla Bohlin Tags: RESEARCH ARTICLE Source Type: research
The role of fantasy –reality distinctions in preschoolers' learning from educational video
Abstract
The current study examined if preschoolers' understanding of fantasy and reality are related to their learning from educational videos. Forty‐nine 3‐ to 6‐year‐old children watched short clips of popular educational programs in which animated characters solved problems. Following video viewing, children attempted to solve real‐world problems analogous to the problems in the videos and were asked to describe similarities between the video problems and the problems they solved in the lab. Additionally, children were tested for their understanding of which aspects of the clips and characters were realistic ...
Source: Infant and Child Development - August 31, 2016 Category: Child Development Authors: Rebekah A. Richert, Molly A. Schlesinger Tags: RESEARCH ARTICLE Source Type: research
Developmental differences in cognitive control of social information
We examined the developmental differences in the ability to exert cognitive control on social and non‐social directional information
Evidence of age‐related differences in the inhibitory control of attention was only observed with social eye‐gaze distracters
Inhibitory mechanisms of social attention continue to improve along development (Source: Infant and Child Development)
Source: Infant and Child Development - August 31, 2016 Category: Child Development Authors: Andrea Marotta, Maria Casagrande Tags: RESEARCH ARTICLE Source Type: research
Issue Information
No abstract is available for this article. (Source: Infant and Child Development)
Source: Infant and Child Development - August 3, 2016 Category: Child Development Tags: Issue Information Source Type: research
The Moderation Role of Self ‐perceived Maternal Empathy in Observed Mother–Child Collaborative Problem Solving
Based on L. S. Vygotsky's sociocultural theory, previous scaffolding studies have examined some factors associated with adjustment of parental support during collaborative problem solving. However, a factor that remains unexplored in the literature is the potential relationship between parental empathy and parental support in collaborative problem solving. The present study addresses this question through the observation of 45 preschool children and their mothers cooperating in a problem‐solving task with two levels of difficulty. Teachers rated the children's fine motor skills, and sampled mothers reported their empat...
Source: Infant and Child Development - July 12, 2016 Category: Child Development Authors: Eben ézer A. Oliveira, Emily A. Jackson Tags: Research Article Source Type: research
The Moderation Role of Self‐perceived Maternal Empathy in Observed Mother–Child Collaborative Problem Solving
Based on L. S. Vygotsky's sociocultural theory, previous scaffolding studies have examined some factors associated with adjustment of parental support during collaborative problem solving. However, a factor that remains unexplored in the literature is the potential relationship between parental empathy and parental support in collaborative problem solving. The present study addresses this question through the observation of 45 preschool children and their mothers cooperating in a problem‐solving task with two levels of difficulty. Teachers rated the children's fine motor skills, and sampled mothers reported their empat...
Source: Infant and Child Development - July 12, 2016 Category: Child Development Authors: Ebenézer A. Oliveira, Emily A. Jackson Tags: Research Article Source Type: research
Mother and child temperament as interacting correlates of parenting sense of competence in toddlerhood
We examined mother and child temperament as correlates of mothers' perceptions of the parenting role and considered whether mother and child traits combine to relate to parenting beliefs. Participants were 107 mothers of 21‐ to 27‐month‐old toddlers (53 males). Mothers reported their own and their toddlers' temperament and their own parenting sense of competence. Consistent with past work, both maternal and child traits were independently associated with parenting sense of competence. Mother and child negative emotionality were associated with less parenting sense of competence, and child sociability was associated w...
Source: Infant and Child Development - June 30, 2016 Category: Child Development Authors: Jessica S. Grady, Katherine Karraker Tags: RESEARCH ARTICLE Source Type: research
Language learning from inconsistent input: Bilingual and monolingual toddlers compared
This study examines novel language learning from inconsistent input in monolingual and bilingual toddlers. We predicted an advantage for the bilingual toddlers on the basis of the structural sensitivity hypothesis. Monolingual and bilingual 24‐month‐olds performed two novel language learning experiments. The first contained consistent input, and the second occasionally contained inconsistent input (i.e., “errors”). Neither group showed learning of the novel pattern in the consistent experiment. The bilingual toddlers, but not the monolinguals, showed learning in the inconsistent experiment, which suggests they are ...
Source: Infant and Child Development - June 30, 2016 Category: Child Development Authors: Elise Bree, Josje Verhagen, Annemarie Kerkhoff, Willemijn Doedens, Sharon Unsworth Tags: RESEARCH ARTICLE Source Type: research
Relationships among Negative Emotionality, Responsive Parenting and Early Socio ‐cognitive Development in Korean Children
The present study examined the interplay among negative emotionality, responsive parenting and socio‐cognitive developmental outcomes (i.e., communication, personal‐social and problem‐solving outcomes) in about 1620 Korean children using three waves of longitudinal data spanning the first 2 years of their life. Results from the Structural Equation Modeling (SEM) demonstrated that there were moderate to low degrees of stability in negative emotionality, responsive parenting and socio‐cognitive developmental outcomes from infancy to toddlerhood. Evidence for reciprocity in the parent–child relationship was found;...
Source: Infant and Child Development - June 9, 2016 Category: Child Development Authors: Kijoo Cha Tags: Research Article Source Type: research
Relationships among Negative Emotionality, Responsive Parenting and Early Socio‐cognitive Development in Korean Children
The present study examined the interplay among negative emotionality, responsive parenting and socio‐cognitive developmental outcomes (i.e., communication, personal‐social and problem‐solving outcomes) in about 1620 Korean children using three waves of longitudinal data spanning the first 2 years of their life. Results from the Structural Equation Modeling (SEM) demonstrated that there were moderate to low degrees of stability in negative emotionality, responsive parenting and socio‐cognitive developmental outcomes from infancy to toddlerhood. Evidence for reciprocity in the parent–child relationship was found;...
Source: Infant and Child Development - June 9, 2016 Category: Child Development Authors: Kijoo Cha Tags: Research Article Source Type: research
Relationship between Social Cognition and Temperament in Preschool ‐aged Children
The purpose of this research was to investigate the relationship between temperament and social cognition, including theory of mind and emotion understanding, in 34 preschool‐aged children (aged 3–4 years). Theory of mind was measured with a belief–desire reasoning assessment, and emotion understanding was measured with an affective perspective‐taking task. Child temperament was provided by online parent report. Consistent with previous research, theory of mind correlated with shy and socially observant temperament. In contrast, emotion understanding was associated with attention focusing and low intensity pleasu...
Source: Infant and Child Development - June 5, 2016 Category: Child Development Authors: Jennifer LaBounty, Lindsey Bosse, Stephanie Savicki, Jaline King, Sophie Eisenstat Tags: Brief Report Source Type: research
Infant Do, Infant See: The Role of Feedback to Infant Behavior for the Understanding of Self and Others
(Source: Infant and Child Development)
Source: Infant and Child Development - June 5, 2016 Category: Child Development Authors: Anne Henning, Norbert Zmyj Tags: Editorial Source Type: research
Issue Information
No abstract is available for this article. (Source: Infant and Child Development)
Source: Infant and Child Development - June 5, 2016 Category: Child Development Tags: Issue Information Source Type: research
Self ‐Regulation: Relations with Theory of Mind and Social Behaviour
It is argued that self‐regulation skill is necessary both for displaying constructive behaviour and for controlling negative social behaviour, and self‐regulation might affect social behaviours by increasing the ability to understand others' minds. In this research, in order to examine different aspects of self‐regulation and their similarities and differences in terms of their relations with other constructs, we focused on both effortful control and executive function and investigated their concurrent associations with socially competent and aggressive behaviours and theory of mind (ToM). The participants were 212 p...
Source: Infant and Child Development - May 26, 2016 Category: Child Development Authors: Irem Korucu, Bilge Selcuk, Mehmet Harma Tags: Research Article Source Type: research
