Attention-Seeking During Caregiver Unavailability and Collaboration at Age 2.
Child Dev. 2012 Jan 30;
Authors: Gosselin MP, Forman DR
Abstract
Several theoretical approaches have discussed the role of children’s expectations of their parent’s responsiveness in explaining motivation to collaborate in acquiring skills. This study attempted to measure these expectations in 102 toddlers (M age = 26.4 months) through observations of attention-seeking (A-S) behaviors during caregiver’s restricted availability. Child collaboration was coded during skill-learning tasks (imitation and block building), and parent responsiveness was observed during dyadic activities. Different A-S styles emerged, supporting the existence of both positive and negative expectations of responsiveness. A-S quality statistically mediated the link between parent responsiveness and child collaborative outcomes, even after controlling for temperament and mood. This is the first study to show that toddlers’ expectations are a plausible mechanism linking parent responsiveness to child collaboration.
PMID: 22288442 [PubMed - as supplied by publisher]
Adolescent Daily and General Maladjustment: Is There Reactivity to Daily Repeated Measures Methodologies?
Child Dev. 2012 Jan 30;
Authors: Nishina A
Abstract
The present study examined whether repeated exposure to daily surveys about negative social experiences predicts changes in adolescents’ daily and general maladjustment, and whether question content moderates these changes. Across a 2-week period, 6th-grade students (N = 215; mode age = 11) completed 5 daily reports tapping experienced or experienced and witnessed negative events, or they completed no daily reports. General maladjustment was measured in 2-week intervals before, at the end of, and 2 weeks after the daily report study. Daily maladjustment either decreased or did not change across the 5 daily report exposures. General maladjustment decreased across the three 2-week intervals. Combined, results indicate that short-term daily report studies do not place youth at risk for increased maladjustment.
PMID: 22288493 [PubMed - as supplied by publisher]
Age Differences in Online Processing of Video: An Eye Movement Study.
Child Dev. 2012 Jan 30;
Authors: Kirkorian HL, Anderson DR, Keen R
Abstract
Eye movements were recorded while sixty-two 1-year-olds, 4-year-olds, and adults watched television. Of interest was the extent to which viewers looked at the same place at the same time as their peers because high similarity across viewers suggests systematic viewing driven by comprehension processes. Similarity of gaze location increased with age. This was particularly true immediately following a cut to a new scene, partly because older viewers (but not infants) tended to fixate the center of the screen following a cut. Conversely, infants appear to require several seconds to orient to a new scene. Results are interpreted in the context of developing attention skills. Findings have implications for the extent to which infants comprehend and learn from commercial video.
PMID: 22288510 [PubMed - as supplied by publisher]
Intellectual Interest Mediates Gene × Socioeconomic Status Interaction on Adolescent Academic Achievement.
Child Dev. 2012 Jan 30;
Authors: Tucker-Drob EM, Harden KP
Abstract
Recent studies have demonstrated that genetic influences on cognitive ability and academic achievement are larger for children raised in higher socioeconomic status (SES) homes. However, little work has been done to document the psychosocial processes that underlie this Gene × Environment interaction. One process may involve the conversion of intellectual interest into academic achievement. Analyses of data from 777 pairs of 17-year-old twins indicated that Gene × SES effects on achievement scores can be accounted for by stronger influences of genes for intellectual interest on achievement at higher levels of SES. These findings are consistent with the hypothesis that higher SES affords greater opportunity for children to seek out and benefit from learning experiences that are congruent with their genetically influenced intellectual interests.
PMID: 22288554 [PubMed - as supplied by publisher]
As with any discipline, the field of child development progresses by both deepening and broadening its conceptual and empirical perspective. The rewards to refinement are impressive, but there is little need for encouragement in this area, since existing disciplines, universities, and funding agencies reward depth. The current study makes the case for breadth: for combining insights from different disciplines and methods in synergistic ways. Examples include influences of family poverty on children, inequality and child development, and methods for assessing impacts of policies. Drawing together disparate ideas from different research traditions can be not only time consuming and frustrating but also deeply rewarding, both scientifically and personally. The study closes with thoughts about how departments, universities, funding agencies, and Society for Research in Child Development itself might promote interdisciplinary inquiry.
Child development in developing countries: introduction and methods.
Child Dev. 2012 Jan;83(1):16-31
Authors: Bornstein MH, Britto PR, Nonoyama-Tarumi Y, Ota Y, Petrovic O, Putnick DL
Abstract
The Multiple Indicator Cluster Survey (MICS) is a nationally representative, internationally comparable household survey implemented to examine protective and risk factors of child development in developing countries around the world. This introduction describes the conceptual framework, nature of the MICS3, and general analytic plan of articles in this Special Section. The articles that follow describe the situations of children with successive foci on nutrition, parenting, discipline and violence, and the home environment. They address 2 common questions: How do developing and underresearched countries in the world vary with respect to these central indicators of children’s development? How do key indicators of national development relate to child development in each of these substantive areas? The Special Section concludes with policy implications from the international findings.
Infant and young child feeding in developing countries.
Child Dev. 2012 Jan;83(1):32-45
Authors: Arabi M, Frongillo EA, Avula R, Mangasaryan N
Abstract
Feeding practices are important determinants of growth and development of children. Using infant and young child feeding indicators and complementary feeding guidelines, 7 practices in 28 countries are described, showing substantial variation across countries. Only 25% of 0- to 5-month-olds were exclusively breastfed, and only half of 6- to 8-month-olds received complementary foods the previous day. Median duration of breastfeeding and increase of fluid intake during diarrhea were low among countries with a high Human Development Index (HDI). Living in high-HDI countries may not translate to positive feeding practices. Across countries, there is a need for promotion, protection, and support of optimal breastfeeding and complementary feeding practices as well as better adherence to recommendations for feeding during illness.
Cognitive and socioemotional caregiving in developing countries.
Child Dev. 2012 Jan;83(1):46-61
Authors: Bornstein MH, Putnick DL
Abstract
Enriching caregiving practices foster the course and outcome of child development. This study examined 2 developmentally significant domains of positive caregiving-cognitive and socioemotional-in more than 127,000 families with under-5 year children from 28 developing countries. Mothers varied widely in cognitive and socioemotional caregiving and engaged in more socioemotional than cognitive activities. More than half of mothers played with their children and took them outside, but only a third or fewer read books and told stories to their children. The GDP of countries related to caregiving after controlling for life expectancy and education. The majority of mothers report that they do not leave their under-5s alone. Policy and intervention recommendations are elaborated.
Childrearing discipline and violence in developing countries.
Child Dev. 2012 Jan;83(1):62-75
Authors: Lansford JE, Deater-Deckard K
Abstract
The present study examined the prevalence and country-level correlates of 11 responses to children’s behavior, including nonviolent discipline, psychological aggression, and physical violence, as well as endorsement of the use of physical punishment, in 24 countries using data from 30,470 families with 2- to 4-year-old children that participated in UNICEF’s Multiple Indicator Cluster Survey. The prevalence of each response varied widely across countries, as did the amount of variance accounted for by country in relation to each response. Country-level indicators of life expectancy, educational attainment, and economic well-being were related to several responses to children’s behavior. Country-level factors are widely related to parents’ methods of teaching children good behavior and responding to misbehavior.
PMID: 22277007 [PubMed - in process]
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