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Colonnesi C, Salvadori EA, Oort FJ, Messinger DS. Not too shy to point! Exploring the relationship between shyness and pointing in the second year. INFANCY 2024; 29:693-712. [PMID: 39030871 DOI: 10.1111/infa.12610] [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: 10/09/2023] [Revised: 04/03/2024] [Accepted: 05/30/2024] [Indexed: 07/22/2024]
Abstract
Infants' use of pointing gestures to direct and share attention develops during the first 2 years of life. Shyness, defined as an approach-avoidance motivational conflict during social interactions, may influence infants' use of pointing. Recent research distinguished between positive (gaze and/or head aversions while smiling) and non-positive (gaze and/or head aversions without smiling) shyness, which are related to different social and cognitive skills. We investigated whether positive and non-positive shyness in 12-month-old (n = 38; 15 girls) and 15-month-old (n = 45; 15 girls) infants were associated with their production of pointing gestures. Infants' expressions of shyness were observed during a social-exposure task in which the infant entered the laboratory room in their parent's arms and was welcomed by an unfamiliar person who provided attention and compliments. Infants' pointing was measured with a pointing task involving three stimuli: pleasant, unpleasant, and neutral. Positive shyness was positively associated with overall pointing at 15 months, especially in combination with high levels of non-positive shyness. In addition, infants who displayed more non-positive shyness pointed more frequently to direct the attention of the social partner to an unpleasant (vs. neutral) stimulus at both ages. Results indicate that shyness influences the early use of pointing to emotionally charged stimuli.
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Affiliation(s)
- Cristina Colonnesi
- Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands
| | - Eliala A Salvadori
- Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands
| | - Frans J Oort
- Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands
| | - Daniel S Messinger
- Departments of Psychology, Pediatrics, Electrical & Computer Engineering, and Music Engineering, University of Miami, Coral Gables, Florida, USA
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2
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Balázs A, Lakatos K, Harmati-Pap V, Tóth I, Kas B. The influence of temperament and perinatal factors on language development: a longitudinal study. Front Psychol 2024; 15:1375353. [PMID: 39027051 PMCID: PMC11256306 DOI: 10.3389/fpsyg.2024.1375353] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2024] [Accepted: 06/17/2024] [Indexed: 07/20/2024] Open
Abstract
Early language development is characterized by large individual variation. Several factors were proposed to contribute to individual pathways of language acquisition in infancy and childhood. One of the biologically based explaining factors is temperament, however, the exact contributions and the timing of the effects merits further research. Pre-term status, infant sex, and environmental factors such as maternal education and maternal language are also involved. Our study aimed to investigate the longitudinal relationship between infant temperament and early language development, also considering infant gender, gestational age, and birthweight. Early temperament was assessed at 6, 9, 18, 24, and 30 months with the Very Short Form of Infant Behavior Questionnaire (IBQ-R) and the Very Short Form of Early Childhood Behavior Questionnaire (ECBQ). Early nonverbal communication skills, receptive and expressive vocabulary were evaluated with the Hungarian version of The MacArthur Communicative Development Inventory (HCDI). Our study adds further evidence to the contribution of infant temperament to early language development. Temperament, infant gender, and gestational age were associated with language development in infancy. Infants and toddlers with higher Surgency might enter communicative situations more readily and show more engagement with adult social partners, which is favorable for communication development. Gestational age was previously identified as a predictor for language in preterm infants. Our results extend this association to the later and narrower gestational age time window of term deliveries. Infants born after longer gestation develop better expressive vocabulary in toddlerhood. Gestational age may mark prenatal developmental processes that may exert influence on the development of verbal communication at later ages.
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Affiliation(s)
- Andrea Balázs
- Institute for General and Hungarian Linguistics, HUN-REN Hungarian Research Centre for Linguistics, Budapest, Hungary
- Sound and Speech Perception Research Group, Institute of Cognitive Neuroscience and Psychology, HUN-REN Research Centre for Natural Sciences, Budapest, Hungary
| | - Krisztina Lakatos
- Sound and Speech Perception Research Group, Institute of Cognitive Neuroscience and Psychology, HUN-REN Research Centre for Natural Sciences, Budapest, Hungary
| | - Veronika Harmati-Pap
- Institute for General and Hungarian Linguistics, HUN-REN Hungarian Research Centre for Linguistics, Budapest, Hungary
| | - Ildikó Tóth
- Sound and Speech Perception Research Group, Institute of Cognitive Neuroscience and Psychology, HUN-REN Research Centre for Natural Sciences, Budapest, Hungary
| | - Bence Kas
- Institute for General and Hungarian Linguistics, HUN-REN Hungarian Research Centre for Linguistics, Budapest, Hungary
- MTA-ELTE Language-Learning Disorders Research Group, Eötvös Loránd University, Bárczi Gusztáv Faculty of Special Needs Education, Budapest, Hungary
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3
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Fan X, Wu N, Tu Y, Zang T, Bai J, Peng G, Liu Y. Perinatal depression and infant and toddler neurodevelopment: A systematic review and meta-analysis. Neurosci Biobehav Rev 2024; 159:105579. [PMID: 38342472 DOI: 10.1016/j.neubiorev.2024.105579] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/24/2023] [Revised: 01/30/2024] [Accepted: 02/07/2024] [Indexed: 02/13/2024]
Abstract
Many studies have focused on the effect of perinatal depression on neurodevelopment among children and adolescents. However, only a few studies have explored this relationship in infants and toddlers with inconsistent results. We performed a systematic review and meta-analysis to evaluate the association between perinatal depression and infant and toddler neurodevelopment during the first two postnatal years. Twenty-three studies were included in this meta-analysis. Perinatal depression was associated with poorer cognitive (Cohen's d = -0.19, SE= 0.06, 95% CI = -0.30 to -0.08), language (Cohen's d = -0.24, SE = 0.09, 95% CI = -0.40 to -0.07), and motor (Cohen's d = -0.15, SE = 0.05, 95% CI = -0.26 to -0.05) development. Subgroup analyses showed that the types of maternal depression (prenatal depression vs. postnatal depression), the method of measuring maternal depression (rating scale vs. diagnostic interview), and the time interval between assessment of exposure and outcome had an impact on the observed effect about neurodevelopment of infants and toddlers. In addition, the results of our study pointed to a stronger significant association between prenatal depression and cognitive, language, and motor delays in infants and toddlers, whereas the association between postnatal depression and cognitive, language, and motor delays in infants and toddlers was not statistically significant. In conclusion, this study provided convincing evidence that the perinatal window is a sensitive period for offspring neurodevelopment.
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Affiliation(s)
- Xiaoxiao Fan
- Wuhan University School of Nursing, Wuhan University, 169 Donghu Road, Wuhan 430071, China
| | - Ni Wu
- Wuhan University School of Nursing, Wuhan University, 169 Donghu Road, Wuhan 430071, China
| | - Yiming Tu
- Wuhan University School of Nursing, Wuhan University, 169 Donghu Road, Wuhan 430071, China
| | - Tianzi Zang
- Wuhan University School of Nursing, Wuhan University, 169 Donghu Road, Wuhan 430071, China
| | - Jinbing Bai
- Emory University Nell Hodgson Woodruff School of Nursing, 1520 Clifton Road, Atlanta, GA 30322, USA
| | - Ganggang Peng
- Shenzhen Second People's Hospital, Shenzhen 518000, China
| | - Yanqun Liu
- Wuhan University School of Nursing, Wuhan University, 169 Donghu Road, Wuhan 430071, China.
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4
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Bruce M, Ermanni B, Bell MA. The longitudinal contributions of child language, negative emotionality, and maternal positive affect on toddler executive functioning development. Infant Behav Dev 2023; 72:101847. [PMID: 37300924 PMCID: PMC10527090 DOI: 10.1016/j.infbeh.2023.101847] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2022] [Revised: 05/10/2023] [Accepted: 06/02/2023] [Indexed: 06/12/2023]
Abstract
Executive functions (EF) develop rapidly across early childhood and play a prominent role in promoting adaptive outcomes later in development. Although the existing literature suggests that the development of early EF is sensitive to the influence of intrinsic and extrinsic factors, limited research has examined the joint contributions of multiple child and contextual factors in infancy/toddlerhood. The purpose of our longitudinal study was therefore to identify early environmental, behavioral, biologically-based factors that influence children's EF outcomes in late toddlerhood. Participants included 409 mother-child dyads (209 girls) and the data was collected across children's first three postnatal years. Parent-report measures were used to assess infant negative affectivity (5-months; IBQ-R) and toddler language (age 2; MCDI), and both maternal positive affect (5-months) and toddler frustration (age 2) were coded during mother-child interaction tasks. A battery of behavioral tasks was used to measure child EF in late toddlerhood (age 3). After controlling for maternal education (a proxy for children's socio-economic environment), path analysis indicated that both infant and maternal affect at 5-months directly predicted toddlers' language skills and frustration expression at age 2. Toddler language (but not frustration) also predicted child performance on multiple EF tasks at age 3. Finally, 5-month infant and maternal affect indirectly predicted age 3 EF via age 2 language. Our results identify language as a mechanism through which children's early caregiving environment influences their EF development. Taken together, these findings illustrate the importance of applying a biopsychosocial perspective to the examination of early childhood EF development.
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Affiliation(s)
- Madeleine Bruce
- Department of Psychology, Virginia Tech, Blacksburg, VA, USA.
| | - Briana Ermanni
- Department of Psychology, Virginia Tech, Blacksburg, VA, USA
| | - Martha Ann Bell
- Department of Psychology, Virginia Tech, Blacksburg, VA, USA
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5
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Ollas-Skogster D, Rautakoski P, Bridgett D, Kataja EL, Karlsson H, Karlsson L, Nolvi S. Associations between observed and reported infant negative affectivity, fear and self-regulation, and early communicative development-Evidence from the FinnBrain Birth Cohort Study. INFANCY 2023; 28:410-434. [PMID: 36176177 DOI: 10.1111/infa.12508] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2022] [Revised: 06/30/2022] [Accepted: 09/06/2022] [Indexed: 02/05/2023]
Abstract
Self-regulation and language are intertwined abilities, but the nature of their relations in early childhood when both skills are still emerging is insufficiently understood. Our knowledge of the relations between early negative affectivity and preverbal and verbal communicative development is still limited. Further, observed and reported temperament capture how aspects of temperament operate in different settings but are rarely used in parallel in studies examining early language. During the period of rapid development, longitudinal studies are needed to identify early risk factors for delayed communicative development. We studied relations between aspects of emerging self-regulation and negative affectivity using both observations at 8 months and mother-reports at 6 and 12 months, and communicative development measured by gesturing and vocabulary at 14 and vocabulary at 30 months in 183 children. Mother-reported self-regulation was related to a higher use of communicative gestures and observed self-regulation by gaze aversion to poorer receptive and expressive vocabulary at 14 months, but neither was significantly associated with vocabulary at 30 months. We found little evidence for associations between negative affectivity and fear in infancy and communicative development. Our findings highlight different aspects of self-regulation as both potential risk and protective factors for communicative development. Mixed results indicate a need for a more detailed examination of different strategies of self-regulation in different conditions and developmental stages to yield a deeper understanding of the relations between self-regulation in infancy and communicative development.
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Affiliation(s)
- Denise Ollas-Skogster
- Department of Speech and Language Pathology, Abo Akademi University, Abo, Finland.,FinnBrain Birth Cohort Study, Turku Brain and Mind Center, Department of Clinical Medicine, University of Turku, Turku, Finland
| | - Pirkko Rautakoski
- Department of Speech and Language Pathology, Abo Akademi University, Abo, Finland.,FinnBrain Birth Cohort Study, Turku Brain and Mind Center, Department of Clinical Medicine, University of Turku, Turku, Finland
| | - David Bridgett
- Department of Psychology, Northern Illinois University, DeKalb, Illinois, USA
| | - Eeva-Leena Kataja
- FinnBrain Birth Cohort Study, Turku Brain and Mind Center, Department of Clinical Medicine, University of Turku, Turku, Finland.,Department of Psychology and Speech-Language Pathology, Turku Institute for Advanced Studies, University of Turku, Turku, Finland
| | - Hasse Karlsson
- FinnBrain Birth Cohort Study, Turku Brain and Mind Center, Department of Clinical Medicine, University of Turku, Turku, Finland.,Department of Psychiatry, Turku University Hospital and University of Turku, Turku, Finland.,Centre for Population Health Research, Turku University Hospital and University of Turku, Turku, Finland
| | - Linnea Karlsson
- FinnBrain Birth Cohort Study, Turku Brain and Mind Center, Department of Clinical Medicine, University of Turku, Turku, Finland.,Department of Psychiatry, Turku University Hospital and University of Turku, Turku, Finland.,Centre for Population Health Research, Turku University Hospital and University of Turku, Turku, Finland.,Department of Paediatrics and Adolescent Medicine, Turku University Hospital and University of Turku, Turku, Finland
| | - Saara Nolvi
- FinnBrain Birth Cohort Study, Turku Brain and Mind Center, Department of Clinical Medicine, University of Turku, Turku, Finland.,Department of Psychology and Speech-Language Pathology, Turku Institute for Advanced Studies, University of Turku, Turku, Finland.,Institute of Medical Psychology, Charité - Universitätsmedizin Berlin, Berlin, Germany
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6
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Bruce M, McFayden TC, Ollendick TH, Bell MA. Expressive language in infancy and toddlerhood: The roles of child temperament and maternal parenting behaviors. Dev Psychobiol 2022; 64:e22287. [PMID: 35748624 PMCID: PMC9328282 DOI: 10.1002/dev.22287] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/14/2021] [Revised: 04/21/2022] [Accepted: 05/03/2022] [Indexed: 12/04/2022]
Abstract
Prompt, appropriate, and contingent maternal behaviors play a role in early language acquisition, as do individual differences in children's temperament. However, little work has investigated the combined influence of maternal psychosocial and child biological factors on expressive language development. The purpose of this study was to evaluate the concurrent and longitudinal contributions of responsive/intrusive parenting and child temperament to multiple expressive language outcomes at 10 and 24 months of age. Participants included 407 mothers and children (209 girls). Mothers completed questionnaires about their infant's temperament and language, and maternal parenting was coded during mother–child interaction tasks. Dependent variables included (1) gestures at 10 months, (2) vocabulary at 24 months, (3) mean length of utterance at 24 months, and (4) sentence complexity at 24 months. After controlling for child sex and maternal education, child temperament was associated with language outcomes at 10 and 24 months, whereas intrusive, but not responsive, parenting related to only 24 month language outcomes. Longitudinally, infant negative affectivity predicted sentence complexity in toddlerhood. These findings elucidate the presence of both psychological and biological predictors as they differentially influence various aspects of expressive language development across the first two postnatal years.
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Affiliation(s)
- Madeleine Bruce
- Department of Psychology, Virginia Tech, Blacksburg, Virginia, USA
| | - Tyler C McFayden
- Department of Psychology, Virginia Tech, Blacksburg, Virginia, USA
| | | | - Martha Ann Bell
- Department of Psychology, Virginia Tech, Blacksburg, Virginia, USA
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7
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Salvadori EA, Colonnesi C, Elsammak L, Oort FJ, Messinger DS. Beyond the familial: The development of emotional communication with mothers, fathers, and strangers. INFANCY 2022; 27:836-862. [DOI: 10.1111/infa.12467] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2021] [Revised: 02/04/2022] [Accepted: 02/28/2022] [Indexed: 11/28/2022]
Affiliation(s)
- Eliala A. Salvadori
- Developmental Psychopathology Unit Research Institute of Child Development and Education Faculty of Social and Behavioral Sciences University of Amsterdam Amsterdam The Netherlands
- Yield, Research Priority Area University of Amsterdam Amsterdam The Netherlands
| | - Cristina Colonnesi
- Developmental Psychopathology Unit Research Institute of Child Development and Education Faculty of Social and Behavioral Sciences University of Amsterdam Amsterdam The Netherlands
- Yield, Research Priority Area University of Amsterdam Amsterdam The Netherlands
| | - Linnea Elsammak
- Developmental Psychopathology Unit Research Institute of Child Development and Education Faculty of Social and Behavioral Sciences University of Amsterdam Amsterdam The Netherlands
| | - Frans J. Oort
- Yield, Research Priority Area University of Amsterdam Amsterdam The Netherlands
- Methods & Statistics Unit Research Institute of Child Development and Education Faculty of Social and Behavioral Sciences University of Amsterdam Amsterdam The Netherlands
| | - Daniel S. Messinger
- Departments of Psychology, Pediatrics, Electrical & Computer Engineering, and Music Engineering University of Miami Coral Gables Florida USA
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8
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Ishikawa-Omori Y, Nishimura T, Nakagawa A, Okumura A, Harada T, Nakayasu C, Iwabuchi T, Amma Y, Suzuki H, Rahman MS, Nakahara R, Takahashi N, Nomura Y, Tsuchiya KJ. Early temperament as a predictor of language skills at 40 months. BMC Pediatr 2022; 22:56. [PMID: 35062894 PMCID: PMC8780364 DOI: 10.1186/s12887-022-03116-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/15/2021] [Accepted: 01/10/2022] [Indexed: 11/30/2022] Open
Abstract
Background Mastering language involves the development of expressive and receptive skills among children. While it has been speculated that early temperament plays a role in the acquisition of language, the actual mechanism has not yet been explored. We investigated whether temperament at 18 months predicted expressive or receptive language skills at 40 months. Methods A representative sample of 901 children and their mothers who were enrolled and followed-up longitudinally in the Hamamatsu Birth Cohort for Mothers and Children study was included in the analysis. Child temperament was measured at 18 months using the Japanese version of the Early Childhood Behavior Questionnaire. Expressive and receptive language skills were measured at 40 months using the Mullen Scales of Early Learning. Results The multiple regression analysis, adjusting for potential confounders, suggested that higher motor activation (fidgeting) at 18 months was associated with lower expressive and receptive language skills at 40 months. Higher perceptual sensitivity was associated with higher expressive and receptive language skills at 40 months. Conclusions Specific temperament at 18 months of age predicted the development of the child’s expressive and receptive language skills at 40 months. Supplementary Information The online version contains supplementary material available at 10.1186/s12887-022-03116-5.
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9
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Federico A, Shi D, Bradshaw J. Agreement Between Parental Report and Clinician Observation of Infant Developmental Skills. Front Psychol 2021; 12:734341. [PMID: 34795613 PMCID: PMC8593390 DOI: 10.3389/fpsyg.2021.734341] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2021] [Accepted: 10/07/2021] [Indexed: 11/24/2022] Open
Abstract
Understanding the convergence between parent report and clinician observation measures of development is important and became even more critical during the COVID-19 pandemic as clinician contact with families was significantly limited. Previous research points to inconsistencies in the degree of agreement between parents and clinicians and very little research has examined these associations for infants within the first year of life. This study investigated the association between parent report and clinician observation measures of social communication and motor skills in 27 young infants who were assessed at 9 and 12 months of age. Results suggest a strong relation between clinician and parent rated motor skills, but weak to moderate associations between clinician and parent rated communication skills. Infant temperament played a significant role in parent ratings of infant communication. Together, these results provide support for data collection via parent report or clinician observation of infant motor skills, but suggest that multiple measures of infant communication may be helpful to obtain high-quality, perhaps more accurate, assessment social-communication skills. Specifically, multiple parent report measures along with an observation of parent-infant interactions will likely provide a more rich and accurate characterization of infant social-communication abilities.
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Affiliation(s)
| | | | - Jessica Bradshaw
- Department of Psychology, University of South Carolina, Columbia, SC, United States
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10
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Gago-Galvagno LG, Elgier AM. Social and individual factors modulate parent-infant interactions: Lessons from free play sessions in an Argentine sample. Infant Behav Dev 2020; 61:101496. [DOI: 10.1016/j.infbeh.2020.101496] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2020] [Revised: 08/25/2020] [Accepted: 09/25/2020] [Indexed: 10/23/2022]
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11
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Fields-Olivieri MA, Cole PM, Roben CKP. Toddler emotion expressions and emotional traits: Associations with parent-toddler verbal conversation. Infant Behav Dev 2020; 61:101474. [PMID: 32763590 DOI: 10.1016/j.infbeh.2020.101474] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2019] [Revised: 07/21/2020] [Accepted: 07/22/2020] [Indexed: 10/23/2022]
Abstract
The present study examines how toddler emotions may influence their own or their parents' participation in parent-toddler verbal conversation. Limited, indirect evidence suggests that toddler positive emotions may encourage, whereas negative emotions may disrupt, parent-toddler verbal exchanges, but these hypotheses have not been tested directly. We investigated two aspects of toddler emotions- their emotion expressions and their emotional traits- and examined their relations with parent-toddler verbal conversation engagement. In a sample of families with 18-month-olds (N = 120), we used live, unstructured home observations of toddler emotion expressions and spontaneous parent-toddler verbalizations, and collected parent ratings of toddler temperament. We found that less surgent toddlers who expressed more frequent negative emotion attempted fewer verbalizations. Among all toddlers, those expressing positive emotion received more frequent parent verbal responses, and, unexpectedly, more failed parent attempts to engage their toddler in conversation. Parent-initiated conversation was unrelated to toddler emotion expressions or emotional traits. We discuss how best to integrate the study of early emotional and language development from a transactional perspective.
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12
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Fields-Olivieri MA, Cole PM. Sequences of toddler negative emotion and parent-toddler verbal communication during a waking day. INFANCY 2020; 24:857-880. [PMID: 32677358 DOI: 10.1111/infa.12310] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2018] [Revised: 07/01/2019] [Accepted: 08/27/2019] [Indexed: 11/29/2022]
Abstract
Although the second year of life is characterized by dramatic changes in expressive language and by increases in negative emotion expression, verbal communication and emotional communication are often studied separately. With a sample of twenty-five one-year-olds (12-23 months), we used Language Environment Analysis (LENA; Xu, Yapanel, & Gray, 2009, Reliability of the LENA™ language environment analysis system in young children's natural home environment. LENA Foundation) to audio-record and quantify parent-toddler communication, including toddlers' vocal negative emotion expressions, across a full waking day. Using a multilevel extension of lag-sequential analysis, we investigated whether parents are differentially responsive to toddlers' negative emotion expressions compared to their verbal or preverbal vocalizations, and we examined the effects of parents' verbal responses on toddlers' subsequent communicative behavior. Toddlers' negative emotions were less likely than their vocalizations to be followed by parent speech. However, when negative emotions were followed by parent speech, toddlers were most likely to vocalize next. Post hoc analyses suggest that older toddlers and toddlers with higher language abilities were more likely to shift from negative emotion to verbal or preverbal vocalization following parent response. Implications of the results for understanding the parent-toddler communication processes that support both emotional development and verbal development are discussed.
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Affiliation(s)
| | - Pamela M Cole
- The Pennsylvania State University, State College, Pennsylvania
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13
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Language Growth in Young Children with Autism: Interactions Between Language Production and Social Communication. J Autism Dev Disord 2020; 51:644-665. [PMID: 32588273 DOI: 10.1007/s10803-020-04576-3] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/15/2023]
Abstract
Young children with autism spectrum disorder (ASD) present with a broad range of spoken language abilities, as well as delays in precursor skills such as gesture production and joint attention skills. While standardized assessments describe language strengths, the Communication and Symbolic Behavior Scales (CSBS-DP) is a particularly robust measure as it additionally characterizes precise aspects of social communication. This study provides a unique contribution by assessing the interactional effects of CSBS-DP Social Composite performance with early language samples on later language outcomes. Our results indicate that multiple social communication elements significantly interact with early spoken language to predict later language. Our findings also highlight the transactional relationship between early spoken vocabulary and social communication skills that bolster language development growth.
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14
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Ollas D, Rautakoski P, Nolvi S, Karlsson H, Karlsson L. Temperament is associated with the use of communicative gestures in infancy. INFANT AND CHILD DEVELOPMENT 2020. [DOI: 10.1002/icd.2166] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Denise Ollas
- Department of LogopedicsAbo Akademi University Turku Finland
- FinnBrain Birth Cohort Study, Turku Brain and Mind Center, Institute of Clinical MedicineUniversity of Turku Turku Finland
| | - Pirkko Rautakoski
- Department of LogopedicsAbo Akademi University Turku Finland
- FinnBrain Birth Cohort Study, Turku Brain and Mind Center, Institute of Clinical MedicineUniversity of Turku Turku Finland
| | - Saara Nolvi
- FinnBrain Birth Cohort Study, Turku Brain and Mind Center, Institute of Clinical MedicineUniversity of Turku Turku Finland
- Institute of Medical PsychologyCharité ‐ Universitätsmedizin Berlin Berlin Germany
| | - Hasse Karlsson
- FinnBrain Birth Cohort Study, Turku Brain and Mind Center, Institute of Clinical MedicineUniversity of Turku Turku Finland
- Department of PsychiatryTurku University Hospital and University of Turku Turku Finland
| | - Linnea Karlsson
- FinnBrain Birth Cohort Study, Turku Brain and Mind Center, Institute of Clinical MedicineUniversity of Turku Turku Finland
- Department of Child PsychiatryTurku University Hospital and University of Turku Turku Finland
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15
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Seo S, Lee Y. Maternal scaffolding and toddlers' active joint engagement during play: Moderating effects of toddlers' temperamental activity. INFANT AND CHILD DEVELOPMENT 2019. [DOI: 10.1002/icd.2128] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- SoJung Seo
- Graduate School of EducationKyung Hee University Seoul South Korea
| | - Young‐Eun Lee
- Graduate School of EducationKyung Hee University Seoul South Korea
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16
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Freund JD, Linberg A, Weinert S. Longitudinal interplay of young children's negative affectivity and maternal interaction quality in the context of unequal psychosocial resources. Infant Behav Dev 2019; 55:123-132. [PMID: 30871732 DOI: 10.1016/j.infbeh.2019.01.003] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2018] [Revised: 11/20/2018] [Accepted: 01/18/2019] [Indexed: 11/16/2022]
Abstract
Interaction quality and child temperament predict early and later child development. Research hints at transactional interrelations of both aspects but lacks adequate data to examine this assumption. Maternal psychosocial resources are suspected moderators in this context but rarely taken into account. Drawing on data of the German National Educational Panel Study we conducted a cross-lagged panel analysis on the longitudinal interplay of maternal interaction quality and children's negative affectivity at 6-8, 16-18, and 25-27 months and compared mothers with and without accumulated strains. Both variables showed moderate to high structural and rank order stability over time and low but increasing connections. In the case of accumulated stress factors, interaction quality is clearly impaired and high negative affectivity acts as an additional burden while low negative affectivity helps strained mothers to maintain higher interaction quality but only in the first year of life.
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Affiliation(s)
- Jan-David Freund
- Chair of Developmental Psychology, University of Bamberg, Bamberg, Germany.
| | - Anja Linberg
- Leibniz-Institut für Bildungsverläufe e.V., Bamberg, Germany
| | - Sabine Weinert
- Chair of Developmental Psychology, University of Bamberg, Bamberg, Germany
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Abstract
OBJECTIVE The objective was to examine the association between mobile media device use and communication delays in 18-month-old children. METHODS A cross-sectional study was conducted from September 2011 and December 2015 within the TARGet Kids! primary care research network. Children were included if parents reported their child's mobile media device use and completed a validated questionnaire for communication delay at the 18-month well child visit. Mobile media device use was measured using a parent-reported survey instrument. Daily mobile media device use was calculated as a weighted average of typical weekday and weekend day mobile media device use. Two communication outcomes were investigated: (1) expressive speech delay and (2) other communication delays, as measured by the Infant Toddler Checklist. RESULTS The study sample included 893 children (mean age 18.7 months, 54.1% male). Most parents reported 0 minutes per day of mobile media device use in their children (n = 693, 77.6%). Among children whose parents reported any mobile media device use (n = 200, 22.4%), the median daily mobile media device use was 15.7 minutes (range 1.4-300). The prevalence of parent-reported expressive speech delay was 6.6%, and the prevalence of other parent-reported communication delays was 8.8%. For children who used a mobile media device, each additional 30-minute increase in daily mobile media device use was associated with increased odds of parent-reported expressive speech delay (ORa = 2.33, 95% confidence interval, 1.25-4.82). No relationship was observed between mobile media device use and other parent-reported communication delays. CONCLUSION Our study demonstrated a significant association between mobile media device use and parent-reported expressive speech delay in 18-month-old children.
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18
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Spinelli M, Fasolo M, Shah PE, Genovese G, Aureli T. The Influence of Early Temperament on Language Development: The Moderating Role of Maternal Input. Front Psychol 2018; 9:1527. [PMID: 30210387 PMCID: PMC6121009 DOI: 10.3389/fpsyg.2018.01527] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2018] [Accepted: 08/02/2018] [Indexed: 11/13/2022] Open
Abstract
Temperament is an individual aspect that strictly affects infants and children engagement with the environment and it is supposed to play a role in the acquiring of new competences. Several studies focused on the possible influence of temperament in the process of language acquisition in early childhood reporting not consistent findings. Since maternal input is a variable that has been widely associated with infant language development this longitudinal study aimed to explore the role of the quality of maternal input in the temperament-language association. We hypothesized that the longitudinal association between early infant temperament and language production is moderated by the quality of maternal input during the first year of life. Infant temperament at 3 months and maternal linguistic input (lexical diversity and syntactic complexity) during spontaneous mother–infant interactions at 6, 9, and 12 months were assessed. Language competences were evaluated at the end of the second year: language production at 18 months with the CDI and child syntactic complexity at 24 months during spontaneous speech. Results showed significant moderating effects of syntactic complexity and lexical variability of maternal input at 6 and 9 months on the association of duration of orienting abilities and later language production. Infants with greater attentional abilities and with mothers who spoke to them with a more complex and variable input showed the better language outcomes. The association between infant distress to limitations and child language was not moderated by maternal input. No effects were found when considering the temperamental scale smile and laugher. Attentional control temperamental characteristics could help the infant to be more focus on maternal input throughout the first year of life and could consequently facilitate language development. Our findings underlined the necessity to explore infant development considering the interaction between individual and contextual factors.
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Affiliation(s)
- Maria Spinelli
- Department of Neuroscience, Imaging and Clinical Sciences, University "G. d'Annunzio" Chieti - Pescara, Chieti, Italy
| | - Mirco Fasolo
- Department of Neuroscience, Imaging and Clinical Sciences, University "G. d'Annunzio" Chieti - Pescara, Chieti, Italy
| | - Prachi E Shah
- Department of Pediatrics, University of Michigan, Ann Arbor, MI, United States
| | - Giuliana Genovese
- Department of Psychology, University of Milano-Bicocca, Milan, Italy
| | - Tiziana Aureli
- Department of Neuroscience, Imaging and Clinical Sciences, University "G. d'Annunzio" Chieti - Pescara, Chieti, Italy
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Positive maternal mental health during pregnancy associated with specific forms of adaptive development in early childhood: Evidence from a longitudinal study. Dev Psychopathol 2018; 29:1573-1587. [PMID: 29162171 DOI: 10.1017/s0954579417001249] [Citation(s) in RCA: 29] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/20/2022]
Abstract
The quality of prenatal maternal mental health, from psychological stress and depressive symptoms to anxiety and other nonpsychotic mental disorders, profoundly affects fetal neurodevelopment. Despite the evidence for the influence of positive mental well-being on health, there is, to our knowledge, no research examining the possible effects of positive antenatal mental health on the development of the offspring. Using exploratory bifactor analysis, this prospective study (n = 1,066) demonstrated the feasibility of using common psychiatric screening tools to examine the effect of positive maternal mental health. Antenatal mental health was assessed during 26th week of pregnancy. The effects on offspring were assessed when the child was 12, 18, and 24 months old. Results showed that positive antenatal mental health was uniquely associated with the offspring's cognitive, language and parentally rated competences. This study shows that the effects of positive maternal mental health are likely to be specific and distinct from the sheer absence of symptoms of depression or anxiety.
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20
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Reck C, Tietz A, Müller M, Seibold K, Tronick E. The impact of maternal anxiety disorder on mother-infant interaction in the postpartum period. PLoS One 2018; 13:e0194763. [PMID: 29799842 PMCID: PMC5969737 DOI: 10.1371/journal.pone.0194763] [Citation(s) in RCA: 33] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2017] [Accepted: 03/11/2018] [Indexed: 11/26/2022] Open
Abstract
Background This study investigated whether postpartum anxiety disorder is associated to altered patterns of infant as well as maternal engagement in a Face-to-Face-Still-Face interaction (FFSF). Sampling and methods n = 39 women with postpartum DSM-IV anxiety disorder and n = 48 healthy mothers were videotaped during a FFSF with their infant (M = 4.1 months). Results Infants of the clinical group showed significantly less positive engagement during the play episode than infants of controls. This result depended on infant sex: male controls demonstrated more positive interaction than males of anxious mothers. There was no such effect for female infants who engaged significantly less positively during the play episode than males and did not change their positive engagement during the FFSF. These findings imply pronounced interactive positivity and early vulnerability to maternal anxiety symptoms in male infants. Only the infants of the controls showed the still-face effect. They also protested significantly more during the still-face, while the clinical infants’ protest increased significantly during the reunion. Women of both groups did not differ in their interaction. Maternal intrusiveness was associated to infant protest in the course of the FFSF. Conclusions Results suggest that mother-infant intervention should consider affect regulation and infant sex-specific characteristics in anxious mother-infant dyads.
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Affiliation(s)
- Corinna Reck
- Ludwig-Maximilians University, Department of Psychology, Munich, Germany
| | - Alexandra Tietz
- Heidelberg University Hospital, General Psychiatry, Heidelberg, Germany
| | - Mitho Müller
- Ludwig-Maximilians University, Department of Psychology, Munich, Germany
| | - Kirsten Seibold
- Heidelberg University Hospital, General Psychiatry, Heidelberg, Germany
| | - Edward Tronick
- University of Massachusetts, Boston, United States of America.,Harvard Medical School, Boston, United States of America
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21
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Stroustrup A, Hsu HH, Svensson K, Schnaas L, Cantoral A, Solano González M, Torres-Calapiz M, Amarasiriwardena C, Bellinger DC, Coull BA, Téllez-Rojo MM, Wright RO, Wright RJ. Toddler temperament and prenatal exposure to lead and maternal depression. Environ Health 2016; 15:71. [PMID: 27312840 PMCID: PMC4910201 DOI: 10.1186/s12940-016-0147-7] [Citation(s) in RCA: 32] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2016] [Accepted: 05/30/2016] [Indexed: 05/21/2023]
Abstract
BACKGROUND Temperament is a psychological construct that reflects both personality and an infant's reaction to social stimuli. It can be assessed early in life and is stable over time Temperament predicts many later life behaviors and illnesses, including impulsivity, emotional regulation and obesity. Early life exposure to neurotoxicants often results in developmental deficits in attention, social function, and IQ, but environmental predictors of infant temperament are largely unknown. We propose that prenatal exposure to both chemical and non-chemical environmental toxicants impacts the development of temperament, which can itself be used as a marker of risk for maladaptive neurobehavior in later life. In this study, we assessed associations among prenatal and early life exposure to lead, mercury, poverty, maternal depression and toddler temperament. METHODS A prospective cohort of women living in the Mexico City area were followed longitudinally beginning in the second trimester of pregnancy. Prenatal exposure to lead (blood, bone), mercury, and maternal depression were assessed repeatedly and the Toddler Temperament Scale (TTS) was completed when the child was 24 months old. The association between each measure of prenatal exposure and performance on individual TTS subscales was evaluated by multivariable linear regression. Latent profile analysis was used to classify subjects by TTS performance. Multinomial regression models were used to estimate the prospective association between prenatal exposures and TTS performance. RESULTS 500 mother-child pairs completed the TTS and had complete data on exposures and covariates. Three latent profiles were identified and categorized as predominantly difficult, intermediate, or easy temperament. Prenatal exposure to maternal depression predicted increasing probability of difficult toddler temperament. Maternal bone lead, a marker of cumulative exposure, also predicted difficult temperament. Prenatal lead exposure modified this association, suggesting that joint exposure in pregnancy to both was most toxic. CONCLUSIONS Maternal depression predicts difficult temperament and concurrent prenatal exposure to maternal depression and lead predicts a more difficult temperament phenotype in 2 year olds. The role of temperament as an intermediate variable in the path from prenatal exposures to neurobehavioral deficits and other health effects deserves further study.
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Affiliation(s)
- Annemarie Stroustrup
- Department of Pediatrics, Icahn School of Medicine at Mount Sinai, New York, NY, USA.
- Department of Preventive Medicine, Icahn School of Medicine at Mount Sinai, New York, NY, USA.
- Division of Newborn Medicine, Department of Pediatrics, Icahn School of Medicine at Mount Sinai, One Gustave L. Levy Place, Box 1508, New York, NY, 10029, USA.
| | - Hsiao-Hsien Hsu
- Department of Preventive Medicine, Icahn School of Medicine at Mount Sinai, New York, NY, USA
| | - Katherine Svensson
- Department of Preventive Medicine, Icahn School of Medicine at Mount Sinai, New York, NY, USA
| | - Lourdes Schnaas
- Department of Developmental Neurobiology, National Institute of Perinatology, Mexico City, Mexico
| | - Alejandra Cantoral
- Center for Nutrition and Health Research, National Institute of Public Health, Morelos, Mexico
| | - Maritsa Solano González
- Center for Nutrition and Health Research, National Institute of Public Health, Morelos, Mexico
| | - Mariana Torres-Calapiz
- Department of Developmental Neurobiology, National Institute of Perinatology, Mexico City, Mexico
| | - Chitra Amarasiriwardena
- Department of Preventive Medicine, Icahn School of Medicine at Mount Sinai, New York, NY, USA
| | - David C Bellinger
- Departments of Neurology and Psychiatry, Boston Children's Hospital, Harvard Medical School, Boston, MA, USA
- Department of Environmental Health, Harvard School of Public Health, Boston, MA, USA
| | - Brent A Coull
- Department of Environmental Health, Harvard School of Public Health, Boston, MA, USA
- Department of Biostatistics, Harvard School of Public Health, Boston, MA, USA
| | - Martha M Téllez-Rojo
- Center for Nutrition and Health Research, National Institute of Public Health, Morelos, Mexico
| | - Robert O Wright
- Department of Pediatrics, Icahn School of Medicine at Mount Sinai, New York, NY, USA
- Department of Preventive Medicine, Icahn School of Medicine at Mount Sinai, New York, NY, USA
| | - Rosalind J Wright
- Department of Pediatrics, Icahn School of Medicine at Mount Sinai, New York, NY, USA
- Department of Preventive Medicine, Icahn School of Medicine at Mount Sinai, New York, NY, USA
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22
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Hernández MM, Eisenberg N, Valiente C, VanSchyndel SK, Spinrad TL, Silva KM, Berger RH, Diaz A, Terrell N, Thompson MS, Southworth J. Emotional expression in school context, social relationships, and academic adjustment in kindergarten. Emotion 2016; 16:553-66. [PMID: 26751629 PMCID: PMC4868802 DOI: 10.1037/emo0000147] [Citation(s) in RCA: 32] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
This study evaluated direct relations of both kindergarteners' (N = 301) naturalistically observed emotion in 2 different school contexts and early kindergarten verbal competence to academic adjustment (i.e., standardized measures of academic achievement, teacher-reported academic skills, teacher-reported and observed school engagement) and if these relations were mediated by teacher-reported conflict with students and by peer acceptance. When controlling for verbal competence, positive emotions expressed in the classroom context positively directly predicted academic skills, whereas positive emotions expressed outside class (lunch/recess) negatively predicted academic skills. Negative emotions observed in the classroom context and during lunch/recess negatively predicted academic achievement. Positive emotions observed in both contexts indirectly predicted higher school engagement through its positive relation to peer acceptance; positive emotions expressed in lunch and recess indirectly predicted higher school engagement via lower teacher-student conflict. Negative emotions observed in both contexts also indirectly predicted lower school engagement via higher teacher-student conflict. Furthermore, verbal competence indirectly predicted higher academic adjustment via lower teacher-student conflict. Moreover, verbal competence moderated the association between peer acceptance (but not teacher-student conflict) and academic adjustment. Because verbal competence moderated the associations from peer competence, positive emotions in both contexts indirectly predicted higher academic adjustment via higher peer acceptance primarily for children with low, but not high, initial verbal competence. (PsycINFO Database Record
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Affiliation(s)
| | | | - Carlos Valiente
- T. Denny Sanford School of Social and Family Dynamics,
Arizona State University
| | | | - Tracy L. Spinrad
- T. Denny Sanford School of Social and Family Dynamics,
Arizona State University
| | - Kassondra M. Silva
- T. Denny Sanford School of Social and Family Dynamics,
Arizona State University
| | - Rebecca H. Berger
- T. Denny Sanford School of Social and Family Dynamics,
Arizona State University
| | - Anjolii Diaz
- Department of Psychological Sciences, Ball State
University
| | - Nathan Terrell
- T. Denny Sanford School of Social and Family Dynamics,
Arizona State University
| | - Marilyn S. Thompson
- T. Denny Sanford School of Social and Family Dynamics,
Arizona State University
| | - Jody Southworth
- T. Denny Sanford School of Social and Family Dynamics,
Arizona State University
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23
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Pérez-Pereira M, Fernández P, Resches M, Gómez-Taibo ML. Does temperament influence language development? Evidence from preterm and full-term children. Infant Behav Dev 2015; 42:11-21. [PMID: 26615329 DOI: 10.1016/j.infbeh.2015.10.003] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/03/2015] [Revised: 09/30/2015] [Accepted: 10/03/2015] [Indexed: 10/22/2022]
Abstract
The aims of this study are: (1) to describe language and temperament characteristics of one group of low risk preterm (PR) children and a group of full-term (FT) children and (2) to identify those factors which can predict language outcomes at 30 months of age, with special attention on temperament. There is evidence of differences between very or extremely PR and FT children in relation to characteristics of temperament and language development. However, not many studies have been carried out with healthy PR children. The participants were 142 low risk PR children (mean gestational age (GA): 32.60 weeks) and 49 FT children (mean GA 39.84 weeks). The temperament of the children was assessed at 10 months of age through the Infant Behavior Questionnaire-Revised (IBQ-R). At 22 months of age the cognitive development of the children was assessed through the Spanish adaptation of the Batelle Developmental Inventory (BDI). In order to assess the children's language development the Galician adaptation of the MacArthur-Bates CDI was applied at 30 months of age. In addition, socio-demographic information about the children and their families was gathered at birth. The results indicate that there were no significant differences in the language measures of interest (word production, MLU3, and sentence complexity) between groups. The only differences found between the PR and the FT children in the IBQ-R were restricted to the smiling and laughter and the fear subscales. Hierarchical regression analyses performed indicate that GA did not have any predictive effect on language measures taken at 30 months. Cognitive scores were an important predictor of language measures, although certain temperament subscales contributed in a significant way to the variance of language measures, particularly low intensity pleasure, approach, high intensity pleasure, sadness, and vocal reactivity. Therefore, extroverted (positive affectivity) temperament seems to be beneficial for language development.
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Affiliation(s)
| | - Pilar Fernández
- University of Santiago de Compostela, Santiago de Compostela, Spain
| | - Mariela Resches
- University of Santiago de Compostela, Santiago de Compostela, Spain
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