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Cheung RW, Austerberry C, Fearon P, Hayiou-Thomas ME, Leve LD, Shaw DS, Ganiban JM, Natsuaki MN, Neiderhieser JM, Reiss D. Disentangling genetic and environmental influences on early language development: The interplay of genetic propensity for negative emotionality and surgency, and parenting behavior effects on early language skills in an adoption study. Child Dev 2024; 95:699-720. [PMID: 37947162 PMCID: PMC11023813 DOI: 10.1111/cdev.14021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2023] [Revised: 07/22/2023] [Accepted: 09/11/2023] [Indexed: 11/12/2023]
Abstract
Parenting and children's temperament are important influences on language development. However, temperament may reflect prior parenting, and parenting effects may reflect genes common to parents and children. In 561 U.S. adoptees (57% male) and their birth and rearing parents (70% and 92% White, 13% and 4% African American, and 7% and 2% Latinx, respectively), this study demonstrated how genetic propensity for temperament affects language development, and how this relates to parenting. Genetic propensity for negative emotionality inversely predicted language at 27 months (β = -.15) and evoked greater maternal warmth (β = .12), whereas propensity for surgency positively predicted language at 4.5 years (β = .20), especially when warmth was low. Parental warmth (β = .15) and sensitivity (β = .19) further contributed to language development, controlling for common gene effects.
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Affiliation(s)
| | - Chloe Austerberry
- Department of Psychology, Centre for Family Research, University of Cambridge, Cambridge, UK
| | - Pasco Fearon
- Department of Psychology, Centre for Family Research, University of Cambridge, Cambridge, UK
- Research Department of Clinical, Educational and Health Psychology, UCL, London, UK
| | | | - Leslie D Leve
- Prevention Science Institute, University of Oregon, Eugene, Oregon, USA
| | - Daniel S Shaw
- Department of Psychology, University of Pittsburg, Pittsburgh, Pennsylvania, USA
| | - Jody M Ganiban
- Department of Psychological and Brain Sciences, George Washington University, Washington, District of Columbia, USA
| | - Misaki N Natsuaki
- Department of Psychology, University of California, Riverside, California, USA
| | - Jenae M Neiderhieser
- Department of Psychology, The Pennsylvania State University, University Park, Pennsylvania, USA
| | - David Reiss
- Yale Child Study Center, Yale School of Medicine, New Haven, Connecticut, USA
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2
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Meylan SC, Foushee R, Wong NH, Bergelson E, Levy RP. How adults understand what young children say. Nat Hum Behav 2023; 7:2111-2125. [PMID: 37884678 PMCID: PMC11033618 DOI: 10.1038/s41562-023-01698-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2022] [Accepted: 08/11/2023] [Indexed: 10/28/2023]
Abstract
Children's early speech often bears little resemblance to that of adults, and yet parents and other caregivers are able to interpret that speech and react accordingly. Here we investigate how adult listeners' inferences reflect sophisticated beliefs about what children are trying to communicate, as well as how children are likely to pronounce words. Using a Bayesian framework for modelling spoken word recognition, we find that computational models can replicate adult interpretations of children's speech only when they include strong, context-specific prior expectations about the messages that children will want to communicate. This points to a critical role of adult cognitive processes in supporting early communication and reveals how children can actively prompt adults to take actions on their behalf even when they have only a nascent understanding of the adult language. We discuss the wide-ranging implications of the powerful listening capabilities of adults for theories of first language acquisition.
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Affiliation(s)
- Stephan C Meylan
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA.
- Department of Psychology and Neuroscience, Duke University, Durham, NC, USA.
| | - Ruthe Foushee
- Department of Psychology, University of Chicago, Chicago, IL, USA
| | - Nicole H Wong
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
| | - Elika Bergelson
- Department of Psychology, Harvard University, Cambridge, MA, USA
| | - Roger P Levy
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
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3
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Matsuki T, Ebara T, Tamada H, Kato S, Kaneko K, Kano H, Matsuzaki K, Sato H, Minato K, Sugiura-Ogasawara M, Saitoh S, Kamijima M. Repeated maternal non-responsiveness to baby's crying during postpartum and infant neuropsychological development: The Japan Environment and Children's Study. CHILD ABUSE & NEGLECT 2022; 127:105581. [PMID: 35259689 DOI: 10.1016/j.chiabu.2022.105581] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/18/2021] [Revised: 01/20/2022] [Accepted: 02/23/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Longitudinal adverse effects of neglect-related behaviors during postpartum, especially repeated maternal non-responsiveness to the crying baby on their neuropsychological developmental trajectory, have not been fully clarified. OBJECTIVE This study aimed to examine the association between postpartum maternal neglect-related behaviors and infant neuropsychological outcomes using the Japan Environment and Children's Study (JECS). PARTICIPANTS AND SETTING JECS data on 100,286 mother-child pairs were analyzed. Explanatory variables were "frequency of leaving the baby alone at home" (i.e., leaving the baby alone at home) and "frequency of ignoring the baby when he or she cries" (i.e., ignoring the crying baby) at one month postpartum. The outcomes were measured using the Japanese version of the Ages & Stages Questionnaires-Third Edition (J-ASQ-3). METHODS After multiple imputations, logistic regression analysis was performed to evaluate the association between neglect-related behaviors and the J-ASQ-3 domains at each age. RESULTS The "sometimes or more" group of "ignoring the crying baby" from six months to three years reported relatively consistent significant associations with developmental delay in communication (maximum adjusted odds ratio [aOR]: 1.456, 95% confidence interval [CI]: 1.261-1.682), gross motor (maximum aOR: 1.279, 95% CI: 1.159-1.411), fine motor (maximum aOR: 1.274, 95% CI: 1.113-1.457), problem-solving (maximum aOR: 1.178, 95% CI: 1.104-1.256), and personal-social domains (maximum aOR: 1.326, 95% CI: 1.255-1.402). The adverse effects of "leaving the baby alone at home" disappeared in many domains by the age of one. CONCLUSIONS Repeated maternal non-responsiveness to baby's crying during postpartum may suppress multiple neuropsychological development during early childhood.
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Affiliation(s)
- Taro Matsuki
- Department of Occupational and Environmental Health, Graduate School of Medical Sciences, Nagoya City University, Japan.
| | - Takeshi Ebara
- Department of Occupational and Environmental Health, Graduate School of Medical Sciences, Nagoya City University, Japan
| | - Hazuki Tamada
- Department of Occupational and Environmental Health, Graduate School of Medical Sciences, Nagoya City University, Japan
| | - Sayaka Kato
- Department of Occupational and Environmental Health, Graduate School of Medical Sciences, Nagoya City University, Japan
| | - Kayo Kaneko
- Department of Occupational and Environmental Health, Graduate School of Medical Sciences, Nagoya City University, Japan
| | - Hirohisa Kano
- Department of Occupational and Environmental Health, Graduate School of Medical Sciences, Nagoya City University, Japan; School of Health and Sport Sciences, Chukyo University, Japan
| | - Kazuki Matsuzaki
- Department of Occupational and Environmental Health, Graduate School of Medical Sciences, Nagoya City University, Japan
| | - Hirotaka Sato
- Department of Occupational and Environmental Health, Graduate School of Medical Sciences, Nagoya City University, Japan
| | - Kyoko Minato
- Department of Occupational and Environmental Health, Graduate School of Medical Sciences, Nagoya City University, Japan
| | - Mayumi Sugiura-Ogasawara
- Department of Obstetrics and Gynecology, Graduate School of Medical Sciences, Nagoya City University, Japan
| | - Shinji Saitoh
- Department of Pediatrics and Neonatology, Graduate School of Medical Sciences, Nagoya City University, Japan
| | - Michihiro Kamijima
- Department of Occupational and Environmental Health, Graduate School of Medical Sciences, Nagoya City University, Japan
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González-Fernández D, Mazzini Salom AS, Herrera Bendezu F, Huamán S, Rojas Hernández B, Pevec I, Galarza Izquierdo EM, Armstrong N, Thomas V, Vela Gonzáles S, Gonzáles Saravia C, Scott ME, Koski KG. A Multi-Sectoral Approach Improves Early Child Development in a Disadvantaged Community in Peru: Role of Community Gardens, Nutrition Workshops and Enhanced Caregiver-Child Interaction: Project "Wawa Illari". Front Public Health 2020; 8:567900. [PMID: 33240834 PMCID: PMC7681241 DOI: 10.3389/fpubh.2020.567900] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2020] [Accepted: 10/06/2020] [Indexed: 11/13/2022] Open
Abstract
Background: Multi-dimensional monitoring evaluation and learning strategies are needed to address the complex set of factors that affect early child development in marginalized populations, but few studies have explored their effectiveness. Objective: To compare improvement of health and development of children 0–3 years between intervention communities (IC) and control communities (CC) from peripheral settlements of Lima. Sequential interventions included: (1) home and community gardens, (2) conscious nutrition, and (3) parenting workshops following the International Child Development Program (ICDP). Methods: Interventions were delivered by community health promoters (CHPs) using a “step-by-step” learning system. Both IC and CC were monitored before the interventions began, at 8 and 12 months (n = 113 IC and 127 CC children). Data were collected on household characteristics, diet, food security, health indicators (history of diarrhea and respiratory infections, hemoglobin, intestinal parasites, anthropometry), caregiver-child interactions and stress, and achievement of Pan-American Health Organization age-specific developmental milestones. Stepwise multiple logistic regressions were used to determine if the interventions affected food insecurity, as well as motor, social/cognitive and language delays. Results: At baseline, 2.6% were categorized as “suspected developmental delay” and 14.2% were on “alert for development delay.” Food insecurity, diarrhea and respiratory infections were lowered following the interventions. Through the “step-by-step” approach, caregivers in IC gained skills in gardening, conscious nutrition and parenting that reduced the risk of food insecurity [Adjusted Risk Ratio = 0.20 (95% CI: 0.08–0.51)] and language delay [0.39 (0.19–0.82)] but not motor or social/cognitive delay. Use of a multiple micronutrient supplement decreased the risk of motor delay [0.12 (0.03–0.56)], but more pets were associated with higher risk of motor [3.24 (1.47–7.14)] and social/cognitive delay [2.72 (1.33–5.55)], and of food insecurity [1.73 (1.13–2.66)]. Conclusion: The combined interventions delivered by CHPs helped to mitigate the impact of adversity on food insecurity and language delay. Additional improvements may have been detected if the interventions had continued for a longer time. Our results indicate that control of infections and pets may be needed to achieve measurable results for motor and social/cognitive development. Continuous monitoring facilitated adjusting implementation strategies and achieving positive developmental outcomes.
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Affiliation(s)
| | | | | | - Sonia Huamán
- Pachacámac Health Center, Ministry of Health, Lima, Peru
| | - Bertha Rojas Hernández
- Laboratory School, Faculty of Medical Technology, Federico Villarreal National University, Lima, Peru
| | - Illène Pevec
- Community Engagement, Design and Research Center (CEDaR), University of Colorado, Boulder, CO, United States
| | | | | | - Virginia Thomas
- Susila Dharma International Association, Greenfield Park, QC, Canada
| | | | - Carlos Gonzáles Saravia
- Dermatology Service, Department of Medicine, National Institute for Children's Health (INSN), Lima, Peru
| | - Marilyn E Scott
- Institute of Parasitology, McGill University, Sainte Anne de Bellevue, QC, Canada
| | - Kristine G Koski
- School of Human Nutrition, McGill University, Sainte Anne de Bellevue, QC, Canada
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The importance of attachment in infant and influencing factors. TURK PEDIATRI ARSIVI 2019; 54:76-81. [PMID: 31384141 PMCID: PMC6666355 DOI: 10.14744/turkpediatriars.2018.80269] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/22/2018] [Accepted: 12/21/2018] [Indexed: 02/07/2023]
Abstract
Attachment is a pattern of interaction and communication established and developed between mother and baby. For the growth of mentally and physically healthy individuals, the mother is expected to create a suitable attachment starting before the birth and to maintain it afterwards. It is also necessary for the baby to establish appropriate and safe attachment towards the mother in a similar manner. There are several factors that affect the attachment. Also, some studies show that children with attachment problems also have problems in their future lives. Healthcare professionals need to be aware of these factors and evaluate the child in terms of healthy parental communication and child development in well-child visits. As a result of these evaluations, multidisciplinary approaches to the mother-child pair can be established and the child’s health is protected mentally and physically for healthy generations.
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Assous A, Borghini A, Levi-Rueff M, Rittori G, Rousselot-Pailley B, Gosme C, Zigante F, Golse B, Falissard B, Robel L. Children with mixed developmental language disorder have more insecure patterns of attachment. BMC Psychol 2018; 6:54. [PMID: 30442175 PMCID: PMC6238300 DOI: 10.1186/s40359-018-0268-6] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2018] [Accepted: 11/02/2018] [Indexed: 11/21/2022] Open
Abstract
Background Developmental Language disorders (DLD) are developmental disorders that can affect both expressive and receptive language. When severe and persistent, they are often associated with psychiatric comorbidities and poor social outcome. The development of language involves early parent-infant interactions. The quality of these interactions is reflected in the quality of the child’s attachment patterns. We hypothesized that children with DLD are at greater risk of insecure attachment, making them more vulnerable to psychiatric comorbidities. Therefore, we investigated the patterns of attachment of children with expressive and mixed expressive- receptive DLD. Methods Forty-six participants, from 4 years 6 months to 7 years 5 months old, 12 with expressive Specific Language Impairment (DLD), and 35 with mixed DLD, were recruited through our learning disorder clinic, and compared to 23 normally developing children aged 3 years and a half. The quality of attachment was measured using the Attachment Stories Completion Task (ASCT) developed by Bretherton. Results Children with developmental mixed language disorders were significantly less secure and more disorganized than normally developing children. Conclusions Investigating the quality of attachment in children with DLD in the early stages could be important to adapt therapeutic strategies and to improve their social and psychiatric outcomes later in life.
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Affiliation(s)
- Adele Assous
- APHP Hospital Necker Enfants Malades, Department of Child and Adolescent Psychiatry, 149-162 rue de Sèvres, 75015, Paris, France.,UFR Etudes Psychanalytiques, University Paris Diderot, Sorbonne Paris Cité, CRPMS, 75013, Paris, France
| | - Ayala Borghini
- SUPEA Pedopsychiatrie de liaison, SUPEA, CHUV, 1011, Lausanne, Switzerland
| | - Maryse Levi-Rueff
- CHS Sainte Anne, Department of Child and Adolescent Psychiatry, UPPEA, 1 rue Cabanis, 75014, Paris, France
| | - Guy Rittori
- APHP Hospital Necker Enfants Malades, Department of Child and Adolescent Psychiatry, 149-162 rue de Sèvres, 75015, Paris, France
| | - Bérangère Rousselot-Pailley
- APHP Hospital Necker Enfants Malades, Department of Child and Adolescent Psychiatry, 149-162 rue de Sèvres, 75015, Paris, France
| | - Christelle Gosme
- APHP Hospital Necker Enfants Malades, Department of Child and Adolescent Psychiatry, 149-162 rue de Sèvres, 75015, Paris, France
| | - Franck Zigante
- APHP Hospital Necker Enfants Malades, Department of Child and Adolescent Psychiatry, 149-162 rue de Sèvres, 75015, Paris, France
| | - Bernard Golse
- APHP Hospital Necker Enfants Malades, Department of Child and Adolescent Psychiatry, 149-162 rue de Sèvres, 75015, Paris, France.,PCPP, Paris Descartes University, USPC, Paris, France
| | | | - Laurence Robel
- APHP Hospital Necker Enfants Malades, Department of Child and Adolescent Psychiatry, 149-162 rue de Sèvres, 75015, Paris, France. .,PCPP, Paris Descartes University, USPC, Paris, France. .,CESP, INSERM U1178, Paris-Descartes University, USPC, Paris, 75014, Paris, France.
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Onnis L, Truzzi A, Ma X. Language development and disorders: Possible genes and environment interactions. RESEARCH IN DEVELOPMENTAL DISABILITIES 2018; 82:132-146. [PMID: 30077386 DOI: 10.1016/j.ridd.2018.06.015] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/31/2017] [Revised: 06/22/2018] [Accepted: 06/23/2018] [Indexed: 06/08/2023]
Abstract
Language development requires both basic cognitive mechanisms for learning language and a rich social context from which learning takes off. Disruptions in learning mechanisms, processing abilities, and/or social interactions increase the risks associated with social exclusion or developmental delays. Given the complexity of language processes, a multilevel approach is proposed where both cognitive mechanisms, genetic and environmental factors need to be probed together with their possible interactions. Here we review and discuss such interplay between environment and genetic predispositions in understanding language disorders, with a particular focus on a possible endophenotype, the ability for statistical sequential learning.
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Affiliation(s)
- Luca Onnis
- Nanyang Technological University, Singapore.
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8
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Esposito G, Setoh P, Shinohara K, Bornstein MH. The development of attachment: Integrating genes, brain, behavior, and environment. Behav Brain Res 2017; 325:87-89. [PMID: 28322913 DOI: 10.1016/j.bbr.2017.03.025] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/13/2023]
Abstract
In humans, as in other animal species, early caregiver-infant interactions influence physiological and psychological processes by modulating brain sensitivity. Furthermore, early social interaction between caregiver and infant influences infants' cognitive and socioemotional development, and subsequently the development of social, familial, and romantic relationships later in life. Here, we have collected longitudinal and cross-sectional empirical studies as well as review and perspective articles that focus on human or non-human mammals with the aim to investigate how genetic, hormonal, behavioural, and environmental factors, as well as cultural contexts, regulate early interactional experiences, and how these experiences translate into social and non-social competences later in life (see Graphical Abstract).
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Affiliation(s)
- Gianluca Esposito
- Division of Psychology, Nanyang Technological University, Singapore, Singapore; Department of Psychology and Cognitive Science, University of Trento, Trento, Italy.
| | - Peipei Setoh
- Division of Psychology, Nanyang Technological University, Singapore, Singapore
| | - Kazuyuki Shinohara
- Department of Neurobiology & Behavior, Graduate School of Biomedical Sciences, Nagasaki University, Japan
| | - Marc H Bornstein
- Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, Bethesda, MD, USA
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