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Iwasaki S, Moriguchi Y, Sekiyama K. Parental responsiveness and children's trait epistemic curiosity. Front Psychol 2023; 13:1075489. [PMID: 36778159 PMCID: PMC9910790 DOI: 10.3389/fpsyg.2022.1075489] [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: 10/20/2022] [Accepted: 12/31/2022] [Indexed: 01/27/2023] Open
Abstract
Curiosity, the desire to learn new information, has a powerful effect on children's learning. Parental interactions facilitate curiosity-driven behaviors in young children, such as self-exploration and question-asking, at a certain time. Furthermore, parenting quality predicts better academic outcomes. However, it is still unknown whether persistent parenting quality is related to children's trait epistemic curiosity (EC). The current study examined whether parenting practices, responsiveness, and demandingness are cross-sectionally related to the trait EC of children in different age groups (preschoolers, younger and older school-aged children). We adopted a shortened Japanese version of the parenting style questionnaire and modified the trait EC questionnaire in young children. A sample of 244 caregivers (87.37% mothers) of children (ages 3-12) was recruited through educational institutions in Japan and reported on their parenting practices and trait EC. All data analyses were performed using SPSS version 26. Hierarchical regression analyses were performed to determine the explanatory variables for children's trait EC. Self-reported parental responsiveness significantly explained EC scores. To the best of our knowledge, this is the first study to show a cross-sectional relationship between parental responsiveness and children's trait EC. Future research should clarify whether parental responsiveness in early childhood predicts children's EC later in life.
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Affiliation(s)
- Shoko Iwasaki
- Graduate School of Advanced Integrated Studies in Human Survivability, Kyoto University, Kyoto, Japan,*Correspondence: Shoko Iwasaki, ✉
| | | | - Kaoru Sekiyama
- Graduate School of Advanced Integrated Studies in Human Survivability, Kyoto University, Kyoto, Japan
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King J, Markant J. Selective attention to lesson‐relevant contextual information promotes 3‐ to 5‐year‐old children's learning. Dev Sci 2022; 25:e13237. [DOI: 10.1111/desc.13237] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2021] [Revised: 01/07/2022] [Accepted: 01/19/2022] [Indexed: 11/29/2022]
Affiliation(s)
- Jill King
- Neuroscience Program Tulane University New Orleans Louisiana 70118
- Tulane Brain Institute Tulane University New Orleans Louisiana 70118
| | - Julie Markant
- Department of Psychology Tulane University New Orleans Louisiana 70118
- Tulane Brain Institute Tulane University New Orleans Louisiana 70118
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Assari S, Boyce S. Family's Subjective Economic Status and Children's Matrix Reasoning: Blacks' Diminished Returns. RESEARCH IN HEALTH SCIENCE 2021; 6:1-23. [PMID: 33299959 DOI: 10.22158/rhs.v6n1p1] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
Abstract
BACKGROUND Due to a pattern known as Marginalization-related Diminished Returns (MDRs), historically oppressed non-Hispanic Black Americans show weaker effects of economic status on health and development, when compared to socially privileged non-Hispanic White Americans. Such MDRs are also documented for the effects of economic status on the school performance of non-Hispanic Black children. However, the existing knowledge is minimal on similar diminished returns on children's intelligence. AIM To compare racial and ethnic groups for the effect of subjective economic status on children's cognitive performance, we compared non-Hispanic White and non-Hispanic Black children for the effects of subjective economic status on children's matrix reasoning. METHODS This cross-sectional study included 7898 children from the Adolescent Brain Cognitive Development (ABCD) study. The predictor variable was subjective economic status, which was treated as a continuous measure. The primary outcome was children's matrix reasoning, a domain of cognitive performance, measured by the Wechsler Intelligence Scales for Children-IV (WISC-V) matrix reasoning total score. RESULTS Overall, high subjective economic status was associated with higher matrix reasoning score. Race showed a statistically significant interaction with subjective economic status on children's matrix reasoning score. This interaction suggested that high subjective economic status has a smaller boosting effect on increasing matrix reasoning score for non-Hispanic Black children relative to non-Hispanic White children. CONCLUSION The degree by which subjective economic status correlates with matrix reasoning score, an important domain of cognitive performance, depends on race and racialization. Non-Hispanic Black children may show weaker gains in matrix reasoning from their subjective economic status than their non-Hispanic White counterparts. To minimize the racial gap in cognitive performance, we need to address diminished returns that occur as a result of the racialization of racial and ethnic minority children. Not only should we equalize economic status, but also increase the marginal returns of economic status for racial minorities, particularly non-Hispanic Black families. Such efforts require public policies that go beyond access and also consider how we can empower non-Hispanic Black communities and families so they can more effectively leverage and utilize their economic resources to secure measurable and tangible outcomes. Structural and societal barriers such as residential and school segregation may hinder non-Hispanic Black children from receiving the full effects of their family-level economic status on a variety of outcomes, including their cognitive performance.
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Affiliation(s)
- Shervin Assari
- Department of Urban Public Health, Charles R. Drew University of Medicine and Science, Los Angeles, CA, USA
- Department of Family Medicine, Charles R. Drew University of Medicine and Science, Los Angeles, CA, USA
| | - Shanika Boyce
- Department of Pediatrics, Charles R. Drew University of Medicine and Science, Los Angeles, CA, USA
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Markant J, Amso D. Context and attention control determine whether attending to competing information helps or hinders learning in school-aged children. WILEY INTERDISCIPLINARY REVIEWS. COGNITIVE SCIENCE 2021; 13:e1577. [PMID: 34498382 DOI: 10.1002/wcs.1577] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/28/2021] [Revised: 08/05/2021] [Accepted: 08/18/2021] [Indexed: 11/07/2022]
Abstract
Attention control regulates efficient processing of goal-relevant information by suppressing interference from irrelevant competing inputs while also flexibly allocating attention across relevant inputs according to task demands. Research has established that developing attention control skills promote effective learning by minimizing distractions from task-irrelevant competing information. Additional research also suggests that competing contextual information can provide meaningful input for learning and should not always be ignored. Instead, attending to competing information that is relevant to task goals can facilitate and broaden the scope of children's learning. We review this past research examining effects of attending to task-relevant and task-irrelevant competing information on learning outcomes, focusing on relations between visual attention and learning in childhood. We then present a synthesis argument that complex interactions across learning goals, the contexts of learning environments and tasks, and developing attention control mechanisms will determine whether attending to competing information helps or hinders learning. This article is categorized under: Psychology > Attention Psychology > Learning Psychology > Development and Aging.
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Affiliation(s)
- Julie Markant
- Department of Psychology, Tulane University, New Orleans, Louisiana, USA
- Tulane Brain Institute, Tulane University, New Orleans, Louisiana, USA
| | - Dima Amso
- Department of Psychology, Columbia University, New York, New York, USA
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Assari S, Boyce S, Mistry R, Thomas A, Nicholson HL, Cobb RJ, Cuevas AG, Lee DB, Bazargan M, Caldwell CH, Curry TJ, Zimmerman MA. Parents' Perceived Neighborhood Safety and Children's Cognitive Performance: Complexities by Race, Ethnicity, and Cognitive Domain. URBAN SCIENCE (BASEL, SWITZERLAND) 2021; 5:46. [PMID: 34307955 PMCID: PMC8297581 DOI: 10.3390/urbansci5020046] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Abstract
BACKGROUND AIM To examine racial/ethnic variations in the effect of parents' subjective neighborhood safety on children's cognitive performance. METHODS This cross-sectional study included 10,027 children from the Adolescent Brain Cognitive Development (ABCD) study. The exposure variable was parents' subjective neighborhood safety. The outcomes were three domains of children's cognitive performance: general cognitive performance, executive functioning, and learning/memory. We used mixed-effects regression models for data analysis. RESULTS Overall, parents' subjective neighborhood safety was positively associated with children's executive functioning, but not general cognitive performance or learning/memory. Higher parents' subjective neighborhood safety had a more positive influence on the executive functioning of non-Hispanic White than Asian American children. Higher parents' subjective neighborhood safety was associated with higher general cognitive performance and learning/memory for non-White children relative to non-Hispanic White children. CONCLUSION The race/ethnicity of children moderates the association between neighborhood safety and cognitive performance. This becomes more complicated, as the patterns seem to differ across race/ethnicity and cognitive domains. It is unknown whether the observed racial/ethnic variations in the effect of neighborhood safety on cognitive performance are due to neighborhood characteristics such as residential segregation. Addressing neighborhood inequalities is needed if we wish to reduce racial/ethnic inequities in the cognitive development of children.
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Affiliation(s)
- Shervin Assari
- Department of Family Medicine, Charles R Drew University of Medicine and Science, Los Angeles, CA 90059, USA
- Department of Urban Public Health, Charles R Drew University of Medicine and Science, Los Angeles, CA 90059, USA
| | - Shanika Boyce
- Department of Pediatrics, Charles R Drew University of Medicine and Science, Los Angeles, CA 90059, USA
| | - Ritesh Mistry
- Department of Health Behavior and Health Education, University of Michigan, Ann Arbor, MI 48109-2029, USA
| | - Alvin Thomas
- Department of Human Development and Family Studies, University of Wisconsin, Madison, WI 53706, USA
| | - Harvey L. Nicholson
- Sociology and Criminology, Law & Society, University of Florida, Gainesville, FL 32611-7330, USA
| | - Ryon J. Cobb
- Department of Sociology, University of Georgia, Athens, GA 30602, USA
| | - Adolfo G. Cuevas
- Department of Community Health, Tufts University, Medford, MA 02155, USA
| | - Daniel B. Lee
- Amherst H. Wilder Foundation, Wilder Research, Saint Paul, MN 55104, USA
| | - Mohsen Bazargan
- Department of Family Medicine, Charles R Drew University of Medicine and Science, Los Angeles, CA 90059, USA
- Department of Family Medicine, University of California, Los Angeles, CA 90095, USA
| | - Cleopatra H. Caldwell
- Department of Health Behavior and Health Education, University of Michigan, Ann Arbor, MI 48109-2029, USA
- Center for Research on Ethnicity, Culture and Health, School of Public Health, University of Michigan, Ann Arbor, MI 48109-2029, USA
| | - Tommy J. Curry
- Department of Philosophy, University of Edinburgh, Edinburgh EH8 9JS, UK
| | - Marc A. Zimmerman
- Department of Health Behavior and Health Education, University of Michigan, Ann Arbor, MI 48109-2029, USA
- Prevention Research Center, School of Public Health, University of Michigan, Ann Arbor, MI 48109-2029, USA
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Effects of Physically Active Lessons on Movement Behaviors, Cognitive, and Academic Performance in Elementary Schoolchildren: ERGUER/Aracaju Project. J Phys Act Health 2021; 18:757-766. [PMID: 34030123 DOI: 10.1123/jpah.2020-0604] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2020] [Revised: 03/05/2021] [Accepted: 03/06/2021] [Indexed: 11/18/2022]
Abstract
BACKGROUND To evaluate the effects of the introduction of physically active lessons on movement behaviors, cognitive, and academic performance in schoolchildren. METHODS This was a cluster-controlled trial. A total of 61 students from the second year of elementary school in a public school in Brazil made up 2 intervention classes (n = 34) with the introduction of physically active lessons and 2 control classes (n = 27). Sedentary behavior, physical activity, cognitive, and academic performance were evaluated in 3 moments, which were compared using models of generalized estimating equations. RESULTS The intervention was effective for reducing the standing time between the baseline and 3 months while increasing the walking time between baseline and 3 months and baseline and 9 months. There was a reduction in time in stationary activities and increased time in light physical activities between all moments. The intervention group increased their performance in the go/no go test, showing a smaller number of errors between the baseline and 3 months and baseline and 9 months, and a reduction in the test time between baseline and 3 months. No impact on students' academic performance was observed. CONCLUSION Physically active lessons improve movement behaviors and cognitive functions among elementary schoolchildren.
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Shi B, Xing Z, Yang M, Tang C. How Family's Support of Perseverance in Creative Efforts Influences the Originality of Children's Drawing During the Period of COVID-19 Pandemic? Front Psychol 2021; 12:600810. [PMID: 33633636 PMCID: PMC7900148 DOI: 10.3389/fpsyg.2021.600810] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2020] [Accepted: 01/18/2021] [Indexed: 11/24/2022] Open
Abstract
This study points out that families' support of perseverance in creative efforts will increase children's originality of creative drawing through children's persistence in information searching. Data analysis based on 134 Chinese young children's creative drawings and survey supports the above hypothesis. Moreover, children's exposure to COVID-19 pandemic positively moderates the relationship between supporting perseverance and children's search persistence, such that high exposure to COVID-19 pandemic will increase the positive relationship between support of perseverance and search persistence. And children's prosocial motivation inhibits the influence of search persistence on originality. Contributions to the theory of children's creativity are discussed.
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Affiliation(s)
- Bowen Shi
- CAS Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, Beijing, China.,Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Ziwei Xing
- School of Economics and Management, University of Chinese Academy of Sciences, Beijing, China
| | - Mei Yang
- School of Economics and Management, University of Chinese Academy of Sciences, Beijing, China
| | - Chaoying Tang
- School of Economics and Management, University of Chinese Academy of Sciences, Beijing, China
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Assari S, Akhlaghipour G, Boyce S, Bazargan M, Caldwell CH. Parental Human Capital and Adolescents' Executive Function: Immigrants' Diminished Returns. MEDICAL RESEARCH ARCHIVES 2020; 8:10.18103/mra.v8i10.2235. [PMID: 33251336 PMCID: PMC7695233 DOI: 10.18103/mra.v8i10.2235] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/18/2023]
Abstract
Racial minorities, particularly non-Hispanic Blacks in the US, experience weaker effects of family socioeconomic position (SEP) on tangible outcomes, a pattern called Minorities' Diminished Returns (MDRs). These MDRs are frequently shown for the effects of family SEP on immigrant adolescents' school performance. As a result of these MDRs, immigrant adolescents from high SEP families show worse than expected cognitive outcomes, including but not limited to poor school performance. However, the existing knowledge is minimal about the role of executive function in explaining diminished returns of family SEP on adolescents' outcomes. To investigate racial differences in the effects of parental human capital on adolescents' executive function, we compared non-Hispanic White non-immigrant and immigrant adolescents for the effect of parental human capital on adolescents' executive function. This was a cross-sectional analysis that included 2,723 non-twin non-Hispanic White adolescents from the Adolescent Brain Cognitive Development (ABCD) study. The independent variable was parental human capital (parental educational attainment), treated as a continuous measure with a higher score reflecting higher subjective socioeconomic status. The primary outcome was adolescents' executive function measured by the stop-signal task (SST). Age, sex, parental marital status, parental employment, family income, and financial difficulties. Immigration status was the effect modifier. Overall, high parental human capital was associated with higher task-based executive function. Immigration status showed statistically significant interactions with parental human capital on adolescents' executive function outcomes. This interaction term suggested that high parental human capital has a smaller effect on increasing immigrants' executive function compared to non-immigrant adolescents. The boosting effect of parental human capital on executive function is diminished for immigrants compared to non-immigrant adolescents. To minimize the inequalities in executive function-related outcomes such as school performance, we need to address the diminishing returns of existing resources for immigrants. Not only should we equalize groups based on their SEP but also equalize the marginal returns of their existing SEP. Such efforts require public policies that aim for equal processes. As such, social policies should address structural and societal barriers such as xenophobia, segregation, racism, and discrimination that hinder immigrant families' ability to effectively utilize their resources. In a fair society, immigrant and non-immigrant families should be equally able to leverage their SEP resources and turn them into tangible outcomes.
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Affiliation(s)
- Shervin Assari
- Department of Neurology, University of California Los Angeles, Los Angeles, CA 90095, USA
| | - Golnoush Akhlaghipour
- Department of Pediatrics, Charles R Drew University of Medicine and Science, Los Angeles, CA 90059, USA
| | - Shanika Boyce
- Department of Family Medicine, Charles R Drew University of Medicine and Science, Los Angeles, CA 90059, USA
| | - Mohsen Bazargan
- Department of Neurology, University of California Los Angeles, Los Angeles, CA 90095, USA
- Department of Health Behavior and Health Education, School of Public Health, University of Michigan, Ann Arbor, MI 48104, USA
| | - Cleopatra H Caldwell
- Department of Health Behavior and Health Education, School of Public Health, University of Michigan, Ann Arbor, MI 48104, USA
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Assari S, Boyce S, Bazargan M. Subjective Family Socioeconomic Status and Adolescents' Attention: Blacks' Diminished Returns. CHILDREN (BASEL, SWITZERLAND) 2020; 7:children7080080. [PMID: 32718077 PMCID: PMC7464278 DOI: 10.3390/children7080080] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/26/2020] [Revised: 06/26/2020] [Accepted: 07/20/2020] [Indexed: 02/08/2023]
Abstract
Background: Racial minorities, particularly non-Hispanic blacks (NHBs) in the US, experience weaker effects from their families' socioeconomic status on tangible outcomes, a pattern called the Minorities' Diminished Returns (MDRs) theory. These MDRs are frequently shown in the effects of the families' socioeconomic status (SES) on NHB adolescents' school performance. As a result of these MDRs, NHB adolescents from high SES families show a worse than expected school performance. The existing knowledge is, however, minimal about the role of attention in explaining the diminished returns of the families' SES with regard to the adolescents' outcomes. Aim: To investigate the racial differences in the effects of the subjective family SES on adolescents' attention, we compared non-Hispanic white (NHW) and NHB adolescents to assess the effect of the subjective family SES on adolescents' attention. Methods: This was a cross-sectional analysis that included 4188 adolescents from the Adolescent Brain Cognitive Development (ABCD) Study. The independent variable was the subjective family SES. The primary outcome was the adolescents' attention to be measured by the stop-signal task (SST). The attention domain of the Child Behavior Checklist (CBCL) was also measured. Results: Overall, a high subjective family SES was associated with a higher task-based and CBCL-based attention. Race showed statistically significant interactions with subjective family SES in terms of adolescents' attention outcomes. These interactions suggested that a high subjective family SES has smaller tangible effects on increasing the attention of NHB than NHW adolescents. Conclusion: The boosting effect of subjective family SES on attention is diminished for NHB rather than NHW adolescents. To minimize the racial gap in attention-related behaviors, such as school performance, we need to address the diminished returns of resources in the lives of NHB families. Not only should we equalize SES, but also increase the marginal returns of SES for racial minorities, particularly NHB families. Such efforts require public policies that empower NHB families to better leverage their SES resources and turn them into tangible outcomes. In addition, social policies should directly aim to alter the societal barriers that limit NHB families' ability to effectively utilize their resources. Discrimination, segregation, and racism should be targets of our policy solutions.
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Affiliation(s)
- Shervin Assari
- Department of Family Medicine, Charles R Drew University of Medicine and Science, Los Angeles, CA 90059, USA;
- Correspondence: ; Tel.: +1-734-232-0445; Fax: +1-734-615-8739
| | - Shanika Boyce
- Department of Pediatrics, Charles R Drew University of Medicine and Science, Los Angeles, CA 90059, USA;
| | - Mohsen Bazargan
- Department of Family Medicine, Charles R Drew University of Medicine and Science, Los Angeles, CA 90059, USA;
- Department of Family Medicine, University of California, Los Angeles, CA 90095, USA
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