1
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Zosh JM, Pyle A, D'Sa N, Omoeva C, Robson S, Ariapa M, Giacomazzi M, Dey G, Escallón E, Maldonado-Carreño C, Pavel KF, Gomez RC, Dooley B, Newsome E. Applying the science of learning to teacher professional development and back again: Lessons from 3 country contexts. Trends Neurosci Educ 2024; 36:100225. [PMID: 39266116 DOI: 10.1016/j.tine.2024.100225] [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: 12/15/2023] [Revised: 04/12/2024] [Accepted: 04/20/2024] [Indexed: 09/14/2024]
Abstract
BACKGROUND Evidence from the science of learning suggests that playful learning pedagogical approaches exist along a spectrum and can support student learning. Leveraging active engagement, iterative, socially interactive, meaningful, and joyful interactions with content also supports student learning. Translating these concepts into guidance and support for teachers is lacking. METHOD We introduce a tool designed to support teachers in implementing across the facilitation spectrum and leverage the characteristics that help children learn. Across three international contexts, we engaged with 1207 teachers and the tool was used 4911 times. RESULTS Student age, the intended learning goal, and context influenced teachers' use of the tool, suggesting that contextualization is critical, even when basing programs on evidence-based, universal principles given by the science of learning. CONCLUSION Science of learning research must be effectively translated but we must use evidence from teachers and real-life classrooms to inform those studying the science of learning.
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Affiliation(s)
- Jennifer M Zosh
- Pennsylvania State University, Brandywine, 25 Yearsley Mill Rd. Media, PA 19063, USA.
| | - Angela Pyle
- Ontario Institute for Studies in Education, University of Toronto, 252 Bloor St W, Toronto, ON M5S 1V6, Canada
| | - Nikhit D'Sa
- University of Notre Dame, 200 Visitation Hall, Notre Dame, IN 46556, USA
| | | | - Sue Robson
- University of Roehampton, Roehampton Lane, London SW15 5PJ, UK
| | - Martin Ariapa
- Luigi Giussani Institute of Higher Education, Sentamu Rd. 828, Kampala 40390, Uganda
| | - Mauro Giacomazzi
- Luigi Giussani Institute of Higher Education, Sentamu Rd. 828, Kampala 40390, Uganda
| | - Gopal Dey
- Institute of Informatics and Development (IID), Dhaka, Bangladesh
| | - Eduardo Escallón
- School of Education, Universidad de los Andes, Cra. 1 No. 18A - 12, Bogotá, Colombia
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2
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Lünnemann MKM, Van der Horst FCP, Van de Bongardt D, Steketee M. Road Blocks or Building Blocks? A Qualitative Study on Challenges and Resilience in Romantic Relationships of Youth Exposed to Family Violence. JOURNAL OF CHILD & ADOLESCENT TRAUMA 2024; 17:245-259. [PMID: 38938934 PMCID: PMC11199443 DOI: 10.1007/s40653-023-00592-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 11/27/2023] [Indexed: 06/29/2024]
Abstract
Romantic relationships are an important part of many people's lives and at least partly shaped by experiences during childhood. Youth exposed to family violence during childhood are more likely to experience difficulties in their later romantic relationships. However, a more holistic perspective on the romantic relationships of youth with a history of family violence is lacking. Using both theoretical and inductive thematic analysis, this qualitative study explored challenges as well as positive experiences within romantic relationships of youth exposed to family violence during childhood. In-depth individual interviews were conducted with 18 youth aged between 16 and 20 years, who were reported to child protection services. The narratives reflected that youth experienced challenges related to support, connection, trust, boundary setting, emotion regulation and conflict resolution. Furthermore, family violence during childhood seemed to be important in the emergence of these challenges, consistent with theoretical mechanisms described in observational learning theory and attachment theory. However, youth also described positive experiences in their romantic relationships and demonstrated an ability to learn from others (e.g., their current romantic partner) how to communicate effectively or solve problems. Therefore, with the right social or professional support, at-risk youth may be able to overcome these challenges.
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Affiliation(s)
- M. K. M. Lünnemann
- Erasmus University Rotterdam, PO Box 1738, Rotterdam, 3000 DR the Netherlands
- Verwey-Jonker Institute, Kromme Nieuwegracht 6, Utrecht, 3512 HG The Netherlands
| | | | - D. Van de Bongardt
- Erasmus University Rotterdam, PO Box 1738, Rotterdam, 3000 DR the Netherlands
| | - M. Steketee
- Erasmus University Rotterdam, PO Box 1738, Rotterdam, 3000 DR the Netherlands
- Verwey-Jonker Institute, Kromme Nieuwegracht 6, Utrecht, 3512 HG The Netherlands
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3
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Yang R, Gu Y, Cui L, Li X, Way N, Yoshikawa H, Chen X, Okazaki S, Zhang G, Liang Z, Waters TEA. A cognitive script perspective on how early caregiving experiences inform adolescent peer relationships and loneliness: A 14-year longitudinal study of Chinese families. Dev Sci 2024:e13522. [PMID: 38676297 DOI: 10.1111/desc.13522] [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: 07/18/2023] [Revised: 03/28/2024] [Accepted: 04/08/2024] [Indexed: 04/28/2024]
Abstract
Leveraging data from a longitudinal study of Chinese families (n = 364), this research aims to understand the role of secure base script knowledge as a cognitive mechanism by which early caregiving experiences inform adolescents' friendship quality and feelings of loneliness. Results showed that observed maternal sensitivity at 14 and 24 months old was negatively associated with adolescents' self-reported conflicts with close friends (β = -0.17, p = 0.044) at 15 years old, and this association was partially mediated by their secure base script knowledge assessed at 10 years old. Further, secure base script knowledge moderated the link between adolescents' friend conflict and feelings of loneliness (β = -0.15, p = 0.037). The results support a cognitive script perspective on the association between early caregiving experiences and later socio-emotional adjustment. Furthermore, this study adds to the developmental literature that has previously focused on more stringent and authoritarian aspects of parenting in Chinese families, thereby contributing to our understanding of how sensitive and supportive parenting practices contribute to socio-emotional development outside of Western contexts. RESEARCH HIGHLIGHTS: Maternal sensitivity during infancy and toddlerhood has a long-term association with adolescents' friendship quality and adolescents' secure base script partially explains the association. First evidence to demonstrate that the secure base script in attachment relationships mediates the association between early maternal caregiving and socio-emotional development in Chinese adolescents. Adolescents lacking secure base script knowledge are particularly vulnerable to feelings of loneliness when facing high levels of conflict in close friendships.
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Affiliation(s)
- Rui Yang
- Department of Psychology, New York University- Abu Dhabi, Abu Dhabi, UAE
| | - Yufei Gu
- Department of Psychology, New York University- Abu Dhabi, Abu Dhabi, UAE
- Department of Applied Psychology, New York University, New York, USA
| | - Lixian Cui
- Division of Arts and Sciences, New York University Shanghai, Shanghai, China
| | - Xuan Li
- Division of Arts and Sciences, New York University Shanghai, Shanghai, China
- Department of Psychology, University of Copenhagen, Kobenhavn, Denmark
| | - Niobe Way
- Department of Applied Psychology, New York University, New York, USA
| | | | - Xinyin Chen
- Human Development and Quantitative Methods Division, University of Pennsylvania, Pennsylvania, USA
| | - Sumie Okazaki
- Department of Applied Psychology, New York University, New York, USA
| | - Guangzhen Zhang
- Research Center for Learning Science, Southeast University, Nanjing, China
| | - Zongbao Liang
- Research Center for Learning Science, Southeast University, Nanjing, China
| | - Theodore E A Waters
- Department of Psychology, New York University- Abu Dhabi, Abu Dhabi, UAE
- Department of Applied Psychology, New York University, New York, USA
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4
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Nelson CA, Sullivan E, Engelstad AM. Annual Research Review: Early intervention viewed through the lens of developmental neuroscience. J Child Psychol Psychiatry 2024; 65:435-455. [PMID: 37438865 DOI: 10.1111/jcpp.13858] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 05/24/2023] [Indexed: 07/14/2023]
Abstract
The overarching goal of this paper is to examine the efficacy of early intervention when viewed through the lens of developmental neuroscience. We begin by briefly summarizing neural development from conception through the first few postnatal years. We emphasize the role of experience during the postnatal period, and consistent with decades of research on critical periods, we argue that experience can represent both a period of opportunity and a period of vulnerability. Because plasticity is at the heart of early intervention, we next turn our attention to the efficacy of early intervention drawing from two distinct literatures: early intervention services for children growing up in disadvantaged environments, and children at elevated likelihood of developing a neurodevelopmental delay or disorder. In the case of the former, we single out interventions that target caregiving and in the case of the latter, we highlight recent work on autism. A consistent theme throughout our review is a discussion of how early intervention is embedded in the developing brain. We conclude our article by discussing the implications our review has for policy, and we then offer recommendations for future research.
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Affiliation(s)
- Charles A Nelson
- Department of Pediatrics and Neuroscience, Harvard Medical School, Boston, MA, USA
- Division of Developmental Medicine, Department of Pediatrics, Boston Children's Hospital, Boston, MA, USA
- Harvard Graduate School of Education, Cambridge, MA, USA
| | - Eileen Sullivan
- Division of Developmental Medicine, Department of Pediatrics, Boston Children's Hospital, Boston, MA, USA
- Harvard Graduate School of Education, Cambridge, MA, USA
| | - Anne-Michelle Engelstad
- Division of Developmental Medicine, Department of Pediatrics, Boston Children's Hospital, Boston, MA, USA
- Harvard Graduate School of Education, Cambridge, MA, USA
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5
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Stern JA, Kelsey CM, Yancey H, Grossmann T. Love on the developing brain: Maternal sensitivity and infants' neural responses to emotion in the dorsolateral prefrontal cortex. Dev Sci 2024:e13497. [PMID: 38511516 DOI: 10.1111/desc.13497] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2023] [Revised: 02/22/2024] [Accepted: 02/26/2024] [Indexed: 03/22/2024]
Abstract
Infancy is a sensitive period of development, during which experiences of parental care are particularly important for shaping the developing brain. In a longitudinal study of N = 95 mothers and infants, we examined links between caregiving behavior (maternal sensitivity observed during a mother-infant free-play) and infants' neural response to emotion (happy, angry, and fearful faces) at 5 and 7 months of age. Neural activity was assessed using functional Near-Infrared Spectroscopy (fNIRS) in the dorsolateral prefrontal cortex (dlPFC), a region involved in cognitive control and emotion regulation. Maternal sensitivity was positively correlated with infants' neural responses to happy faces in the bilateral dlPFC and was associated with relative increases in such responses from 5 to 7 months. Multilevel analyses revealed caregiving-related individual differences in infants' neural responses to happy compared to fearful faces in the bilateral dlPFC, as well as other brain regions. We suggest that variability in dlPFC responses to emotion in the developing brain may be one correlate of early experiences of caregiving, with implications for social-emotional functioning and self-regulation.
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Affiliation(s)
- Jessica A Stern
- Psychology, University of Virginia, Charlottesville, Virginia, USA
| | - Caroline M Kelsey
- Pediatrics, Harvard Medical School, Boston, Massachusetts, USA
- Pediatrics, Boston Children's Hospital, Boston, Massachusetts, USA
| | - Heath Yancey
- Psychology, University of Virginia, Charlottesville, Virginia, USA
| | - Tobias Grossmann
- Psychology, University of Virginia, Charlottesville, Virginia, USA
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6
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Bozicevic L, Lucas C, Magai DN, Ooi Y, Maliwichi L, Sharp H, Gladstone M. Evaluating caregiver-child interactions in low- and middle-income countries: a systematic review of tools and methods. J Reprod Infant Psychol 2024:1-36. [PMID: 38441002 DOI: 10.1080/02646838.2024.2321615] [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: 05/15/2023] [Accepted: 02/16/2024] [Indexed: 03/06/2024]
Abstract
AIMS/BACKGROUND The United Nations Sustainable Development Goals (SDGs) has placed emphasis on improving early child development globally. This is supported through the Nurturing Care Framework which includes responsive caregiving. To evaluate responsive caregiving, tools to assess quality of caregiver-child interactions are used, however there is little information on how they are currently employed and/or adapted particularly in low- and middle-income countries (LMICs) where children have a greater risk of adverse outcomes. The aim of this review is to provide a comprehensive guide on methodologies used to evaluate caregiver-child interaction - including their feasibility and cultural adaptation. DESIGN/METHODS We conducted a systematic review of studies over 20years in LMICs which assessed caregiver-child interactions. Characteristics of each tool, their validity (assessed with COSMIN Risk of Bias checklist), and the quality of the study (Mixed Methods Appraisal Tool) are reported. RESULTS We identified 59 studies using 34 tools across 20 different LMICs. Most tools (86.5%) employed video-recorded observations of caregiver-child interactions at home (e.g. Ainsworth's Sensitivity Scale, OMI) or in the laboratory (e.g. PICCOLO) with a few conducting direct observations in the field (e.g. OMCI, HOME); 13.5% were self-reported. Tools varied in methodology with limited or no mention of validity and reliability. Most tools are developed in Western countries and have not been culturally validated for use in LMIC settings. CONCLUSION There are limited caregiver-child interaction measures used in LMIC settings, with only some locally validated locally. Future studies should aim to ensure better validity, applicability and feasibility of caregiver-child interaction tools for global settings.
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Affiliation(s)
- L Bozicevic
- Department of Primary Care & Mental Health, Institute of Population Health, University of Liverpool, Liverpool, UK
| | - C Lucas
- Department of Women's and Children's Health, Institute of Life Course and Medical Sciences, University of Liverpool, Liverpool, UK
| | - D N Magai
- Department of Women's and Children's Health, Institute of Life Course and Medical Sciences, University of Liverpool, Liverpool, UK
| | - Y Ooi
- Department of Women's and Children's Health, Institute of Life Course and Medical Sciences, University of Liverpool, Liverpool, UK
| | - L Maliwichi
- Department of Women's and Children's Health, Institute of Life Course and Medical Sciences, University of Liverpool, Liverpool, UK
- Department of Psychology and Medical Humanities, School of Humanities and Social Sciences, University of Malawi, Blantyre, Malawi
| | - H Sharp
- Department of Primary Care & Mental Health, Institute of Population Health, University of Liverpool, Liverpool, UK
| | - M Gladstone
- Department of Women's and Children's Health, Institute of Life Course and Medical Sciences, University of Liverpool, Liverpool, UK
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7
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Song JH, Cho SI, Trommsdorff G, Cole P, Niraula S, Mishra R. Being sensitive in their own way: parental ethnotheories of caregiver sensitivity and child emotion regulation across five countries. Front Psychol 2023; 14:1283748. [PMID: 38187435 PMCID: PMC10766705 DOI: 10.3389/fpsyg.2023.1283748] [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: 08/31/2023] [Accepted: 12/06/2023] [Indexed: 01/09/2024] Open
Abstract
Caregiver sensitivity builds a basis for children's sense of security and effective emotion regulation during their development. Applying a cross-cultural lens, caregiver sensitivity can be divided into two subtypes, reactive and proactive, and its prevalence and meaning may differ across cultures. Guided by the theoretical frameworks of developmental niche and parental ethnotheories, the current study examines culture-specific meanings of caregiver sensitivity across five countries: India, Nepal, Korea, the United States of America (USA), and Germany. We examine the prevalence of maternal reactive and proactive sensitivity, children's emotional lability and regulation, and how mothers' sensitivity types are related to children's emotional characteristics. Participants included 472 mothers from the five countries with children aged between 6 and 7 years. Mothers reported their sensitivity preference in multiple vignettes and completed an emotion regulation checklist to report their children's emotional lability and regulation. A set of analyses of covariance (ANCOVAs) found cultural differences in mothers' preference for proactive and reactive sensitivity. Mothers in India and Nepal reported the highest preference for proactive sensitivity followed by Korea and the USA, while German mothers reported the lowest preference for proactive sensitivity. Consequent regression analyses revealed varying associations between proactive sensitivity and child emotional characteristics in all five countries either directly or as moderated by child sex. These results evidence that parental ethnotheories are part of the developmental niche embedded in a larger cultural context. Findings on the differential links between the types of sensitivity and child emotion regulation provide cultural models of parental emotion socialization and children's emotional functioning.
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Affiliation(s)
- Ju-Hyun Song
- Department of Child and Family Studies, Yonsei University, Seoul, Republic of Korea
| | - Sook In Cho
- Korea Institute of Child Care and Education, Seoul, Republic of Korea
| | | | - Pamela Cole
- Department of Psychology, Pennsylvania State University, University Park, PA, United States
| | - Shanta Niraula
- Central Department of Psychology, Tribhuvan University, Kirtipur, Nepal
| | - Ramesh Mishra
- Department of Psychology, Banaras Hindu University, Varanasi, India
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8
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Xu C, Huizinga M, De Luca G, Pollé S, Liang R, Sankalaite S, Roorda DL, Baeyens D. Cultural universality and specificity of teacher-student relationship: a qualitative study in Belgian, Chinese, and Italian primary school teachers. Front Psychol 2023; 14:1287511. [PMID: 38034285 PMCID: PMC10682107 DOI: 10.3389/fpsyg.2023.1287511] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2023] [Accepted: 10/23/2023] [Indexed: 12/02/2023] Open
Abstract
Extensive evidence highlights the significant influence of dyadic, emotional teacher-student relationship (TSR) on students' cognitive functioning, socio-emotional development, and overall well-being. However, it remains unclear whether the TSR construct and its manifestations can be generalized across cultures. This qualitative study investigated TSR among 60 primary school teachers in Belgium, China, and Italy (i.e., countries with varying positions on the collectivistic-individualistic continuum of culture). Through semi-structured interviews and metatheme analysis, the study examined the similarities and differences in TSR across these countries, revealing a nuanced and diverse picture in various cultural contexts. The findings align with the existing TSR model by including dimensions of closeness, conflict, and dependency, while also extending the model to identify additional dimensions such as authority, balance, distance, fairness, increasing student motivation, patience, and strictness. Regarding cultural perspective, teachers from these three countries exhibited similar conceptualizations of closeness, conflict, fairness, increasing student motivation, patience, and strictness, whereas the conceptualization of dependency, authority, balance, and distance may be influenced by (collectivistic versus individualistic) culture. Moreover, the manifestations of TSR varied across countries, highlighting the influence of cultural factors such as cultural norms, collectivistic versus individualistic values, and the perceived legitimacy of teacher authority. These findings shed light on the complexities of TSR across countries and emphasize the significance of culturally sensitive approaches in fostering positive TSR in education.
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Affiliation(s)
- Canmei Xu
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Leuven, Belgium
| | - Mariëtte Huizinga
- Department of Education and Family Studies, Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, Netherlands
| | - Giuseppe De Luca
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Leuven, Belgium
- Department of Psychology, Alma Mater Studiorum, University of Bologna, Bologna, Italy
| | - Sophie Pollé
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Leuven, Belgium
| | - Ruwen Liang
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Leuven, Belgium
| | - Simona Sankalaite
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Leuven, Belgium
| | - Debora L. Roorda
- Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, Netherlands
| | - Dieter Baeyens
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Leuven, Belgium
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9
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Chen Y, Cabrera NJ, Reich SM. Mother-child and father-child "serve and return" interactions at 9 months: Associations with children's language skills at 18 and 24 months. Infant Behav Dev 2023; 73:101894. [PMID: 37866287 PMCID: PMC10873112 DOI: 10.1016/j.infbeh.2023.101894] [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: 06/02/2023] [Revised: 08/24/2023] [Accepted: 10/08/2023] [Indexed: 10/24/2023]
Abstract
Infants learn language through the back-and-forth interactions with their parents where they "serve" by uttering sounds, gesturing, or looking and parents "return" in prompt (i.e., close in time) and meaningful (i.e., semantically relevant to the object of interest) ways. In a sample of 9-month-old infants (n = 148) and their mothers and fathers (n = 296 parents) from ethnically and socioeconomically diverse backgrounds, we examined the associations between "serve and return" (SR) parent-child interactions and children's language skills at 18 and 24 months. We also examined the moderation effects between maternal and paternal SR interactions on language outcomes. SR interactions were transcribed and coded from videotaped parent-child toy play activities during home visits. We report three findings. First, mothers who provided more meaningful responses to their child's serves at 9 months had children with higher expressive language scores at 18 months. Second, fathers' prompt responses (i.e., within 3 s) at 9 months were associated with higher receptive language scores at 18 months, but their meaningful responses were negatively associated with receptive language scores at 24 months. Third, the negative association between fathers' meaningful responses and children's receptive language scores was reduced (compensated) when mothers' meaningful responses were high. Findings show that infants in ethnically and socioeconomically diverse families engage in frequent SR interactions with both mothers and fathers, who make unique contributions to infants' language development. We discuss implications for programs and policies that aim to promote early language development and reduce gaps in school readiness.
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Affiliation(s)
- Yu Chen
- University of Maryland, 1145 Cole, College Park, MD 20742, USA.
| | - Natasha J Cabrera
- University of Maryland, 3304E Benjamin, College Park, MD 20742, USA.
| | - Stephanie M Reich
- University of California, Irvin, 3454 Education, Irvine, CA 92697, USA.
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10
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Cuartas J, McCoy D, Sánchez J, Behrman J, Cappa C, Donati G, Heymann J, Lu C, Raikes A, Rao N, Richter L, Stein A, Yoshikawa H. Family play, reading, and other stimulation and early childhood development in five low-and-middle-income countries. Dev Sci 2023; 26:e13404. [PMID: 37114644 DOI: 10.1111/desc.13404] [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: 04/29/2022] [Revised: 02/20/2023] [Accepted: 04/12/2023] [Indexed: 04/29/2023]
Abstract
This paper used longitudinal data from five studies conducted in Bangladesh, Bhutan, Cambodia, Ethiopia, and Rwanda to examine the links between family stimulation and early childhood development outcomes (N = 4904; Mage = 51.5; 49% girls). Results from random-effects and more conservative child-fixed effects models indicate that across these studies, family stimulation, measured by caregivers' engagement in nine activities (e.g., reading, playing, singing), predicted increments in children's early numeracy, literacy, social-emotional, motor, and executive function skills (standardized associations ranged from 0.05 to 0.11 SD). Study-specific models showed variability in the estimates, with null associations in two out of the five studies. These findings indicate the need for additional research on culturally specific ways in which caregivers may support early development and highlight the importance of promoting family stimulation to catalyze positive developmental trajectories in global contexts. RESEARCH HIGHLIGHTS: Research on the links between family stimulation and early childhood development in low-and-middle-income countries (LMICs) is limited. We used longitudinal data from studies conducted in five LMICs to examine the links between family stimulation and early childhood development outcomes. Results suggest that family stimulation predicted increments in children's numeracy, literacy, social-emotional, motor, and executive function skills. We found variability in the observed estimates, with null associations in two out of the five studies, suggesting the need for additional research in LMICs.
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Affiliation(s)
- Jorge Cuartas
- Harvard Graduate School of Education, Cambridge, Massachusetts, USA
- Centro de Estudio sobre Seguridad y Drogas (CESED), Universidad de los Andes, Bogota, Colombia
| | - Dana McCoy
- Harvard Graduate School of Education, Cambridge, Massachusetts, USA
| | - Juliana Sánchez
- Facultad de Economía, Universidad de los Andes, Bogota, Colombia
| | - Jere Behrman
- Department of Economics, University of Pennsylvania, Philadelphia, Pennsylvania, USA
| | - Claudia Cappa
- Data and Analytics Section, UNICEF, New York, New York, USA
| | - Georgina Donati
- Department of Psychiatry, University of Oxford, Oxford, Oxfordshire, UK
| | - Jody Heymann
- WORLD Policy Analysis Center, University of California, Los Angeles, California, USA
| | - Chunling Lu
- Brigham & Women's Hospital, Harvard Medical School, Boston, Massachusetts, USA
| | - Abbie Raikes
- College of Public Health, University of Nebraska, Omaha, Nebraska, USA
| | - Nirmala Rao
- Faculty of Education, University of Hong Kong, Hong Kong, China
| | - Linda Richter
- DSI-NRF Centre of Excellence in Human Development, University of the Witwatersrand, Johannesburg, South Africa
| | - Alan Stein
- Department of Psychiatry, University of Oxford, Oxford, Oxfordshire, UK
- MRC/Wits Rural Public Health and Health Transitions Research Unit (Agincourt), School of Public Health, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, Gauteng, South Africa
- African Health Research Institute, Durban, South Africa
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11
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Gibson V, Somogyi E, Nomikou I, Taylor D, López B, Mulenga IC, Davila-Ross M. Preverbal infants produce more protophones with artificial objects compared to natural objects. Sci Rep 2023; 13:9969. [PMID: 37339994 DOI: 10.1038/s41598-023-36734-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2022] [Accepted: 06/08/2023] [Indexed: 06/22/2023] Open
Abstract
Protophones are considered to be precursors of speech. These vocalizations have been notably discussed in relation to toys and their importance for developing language skills. However, little is known about how natural objects, compared to artificial objects, may affect protophone production, an approach that could additionally help reconstruct how language evolved. In the current study, we examined protophone production in 58 infants (4-18 months) while interacting with their caregivers when using natural objects, household items, and toys. The infants were recorded in their home environment, in a rural area in Zambia. The results showed that the infants produced significantly fewer protophones when using natural objects than when using household items or toys. Importantly, this pattern was found only for the younger preverbal infants, and there was no indication in the data that the level of caregiver responsiveness differed with regard to the object type. Furthermore, the infants of the present work selected primarily the household items when exposed to both natural objects and household items. These findings suggest that natural objects are less likely to promote protophone production and, consequently, language skill development than artificial objects in preverbal infants, who seem to favor the latter, perhaps due to their features designed for specific functional purposes. Furthermore, these findings provide empirical evidence that the use of complex tools in social interactions may have helped to promote the evolution of language among hominins.
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Affiliation(s)
- Violet Gibson
- Psychology Department, University of Portsmouth, Portsmouth, UK.
| | - Eszter Somogyi
- Psychology Department, University of Portsmouth, Portsmouth, UK
| | - Iris Nomikou
- Psychology Department, University of Portsmouth, Portsmouth, UK
| | - Derry Taylor
- Institute of Biology, University of Neuchâtel, Neuchâtel, Switzerland
| | - Beatriz López
- Psychology Department, University of Portsmouth, Portsmouth, UK
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12
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Early communicative gestures in human and chimpanzee 1-year-olds observed across diverse socioecological settings. Learn Behav 2023; 51:15-33. [PMID: 36441398 PMCID: PMC9971150 DOI: 10.3758/s13420-022-00553-1] [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] [Accepted: 11/01/2022] [Indexed: 11/29/2022]
Abstract
We investigated the communicative gestures used by chimpanzee and human infants. In contrast to previous studies, we compared the species at the same age (12-14 months) and used multiple groups living in diverse socioecological settings for both species. We recorded gestures produced by infants and those produce by others and directed toward infants. We classified the gestures into the following types: human-usual, chimpanzee-usual, and species-common; and searched for within species and between species differences. We found no significant differences between groups or species in overall rates of infant-produced or infant-received gestures, suggesting that all of these infants produced and received gestures at similar levels. We did find significant differences, however, when we considered the three types of gesture. Chimpanzee infants produced significantly higher rates of chimpanzee-usual gestures, and human infants produced significantly higher rates of human-usual gestures, but there was no significant species difference in the species-common gestures. Reports of species differences in gesturing in young infants, therefore, could be influenced by investigators' choice of gesture type. Interestingly, we found that 1-year-old infants produced the gesture of "hold mutual gaze" and that the chimpanzee infants had a significantly higher rate than the human infants. We did not find strong evidence that the specific types of gestural environment experienced by young infants influenced the types of gestures that infants produce. We suggest that at this point in development (before human infants use lots of speech), nonverbal communicative gestures may be equally important for human and chimpanzee infants.
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Mehrotra K, Bhola P, Desai G. Contextualizing motherhood in persons with borderline personality vulnerabilities: cultural adaptation of the parent development interview-revised in an Indian context. RESEARCH IN PSYCHOTHERAPY (MILANO) 2023; 26. [PMID: 36786229 DOI: 10.4081/ripppo.2023.675] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/19/2022] [Accepted: 01/12/2023] [Indexed: 02/05/2023]
Abstract
An understanding of the complex intersection of borderline personality vulnerabilities and motherhood calls for an integrative and culture-sensitive lens in assessment and therapeutic interventions. The aim of the study was to explore constructions of motherhood in an Indian context to inform the adaptation of the Parent Development Interview-Revised (PDI-R) for use with mothers with borderline personality vulnerabilities. A stepwise framework was followed to obtain conceptual, semantic, and operational equivalences for the PDI-R adaptation. Interviews on contextualised aspects of motherhood were conducted with a sample of eight mental health practitioners specializing in borderline personality disorders, women's mental health or child psychology, two cultural psychologists, one gynaecologist and one paediatrician. Six emergent themes were identified through thematic analysis, 'The ideal mother and her search for identity,' 'Mothering the mother and the vicissitudes of care,' 'Not just mine - negotiating boundaries,' 'Mother knows best,' 'Food, feeding and embodied nurturing,' and 'Approaching motherhood in the clinic.' The proposed adaptations to the PDI-R were further reviewed by two experts, a clinical psychologist and a psychiatrist specialised in perinatal services. This was followed by the process of operational equivalence through administration of PDI-R with two mothers with borderline personality vulnerabilities and two mothers from the community. The expert review and the administration informed the final adaptation of the PDI-R. A systematic process of adaptation can support the use of measures like the PDI-R in different cultures. A contextual understanding of constructions of motherhood and borderline personality has potential to support meaningful assessment and targeted parenting interventions.
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Affiliation(s)
- Kanika Mehrotra
- Department of Clinical Psychology, National Institute of Mental Health and Neuro Sciences, Bangalore.
| | - Poornima Bhola
- Department of Clinical Psychology, National Institute of Mental Health and Neuro Sciences, Bangalore.
| | - Geetha Desai
- Department of Psychiatry, National Institute of Mental Health and Neuro Sciences, Bangalore.
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Choate P, Tortorelli C. Attachment Theory: A Barrier for Indigenous Children Involved with Child Protection. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:8754. [PMID: 35886606 PMCID: PMC9319150 DOI: 10.3390/ijerph19148754] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/27/2022] [Revised: 07/13/2022] [Accepted: 07/14/2022] [Indexed: 11/30/2022]
Abstract
BACKGROUND Attachment theory is an established theoretical understanding of the intimate relationships between parental figures and children. The theory frames the ways in which a child can be supported to develop within a secure base that prepares them for adulthood, including entering into and sustaining intimate relationships. The theory, built on the work of John Bowlby following World War II, has extensive literature supporting its application across multiple cultures and nations, although its roots are heavily tied to Eurocentric familial understandings. However, the theory has also been heavily criticized as not being appropriate for child intervention decision-making. Further, its application to Indigenous caregiving systems is also under question. Yet courts rely heavily on applying the theory to questions of sustaining Indigenous children in non-Indigenous care when return to biological parents is deemed impossible. METHODS This article draws upon the consistent arguments used in leading Canadian child welfare legal decisions and case examples to show how Attachment Theory is applied relative to Indigenous children and families. RESULTS Attachment Theory drawing upon Eurocentric framing, and as applied in Canadian child protection systems, as seen in precedent court decisions, is given priority over living in culture. This occurs even though the research reviewed has shown that the traditional dyadic version of the theory is not valid for Indigenous peoples. CONCLUSIONS While all children will attach to a caregiver or caregiving system, such as kinship or community, leading legal decisions in Canada tend to rely on Eurocentric versions of the theory, which is contrary to the best interests of Indigenous children. Child protection needs to reconsider how attachment can be used from appropriate cultural lenses that involve the communal or extended caregiving systems common to many Canadian Indigenous communities. Child protection should also recognize that there is not a pan-Indigenous definition of attachment and child-rearing, so efforts to build working relationships with various Indigenous communities will be needed to accomplish culturally informed caregiving plans. In addition, continued advocacy in Canada is needed to have child protection decision-making conducted by the Indigenous communities, as opposed to Eurocentric provincial or territorial agencies.
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Affiliation(s)
- Peter Choate
- Social Work, Mount Royal University, Calgary, AB T3E 6K6, Canada;
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Fourment K, Espinoza C, Ribeiro ACL, Mesman J. Latin American Attachment studies: A narrative review. Infant Ment Health J 2022; 43:653-676. [PMID: 35661377 PMCID: PMC9546405 DOI: 10.1002/imhj.21995] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/10/2020] [Accepted: 02/02/2022] [Indexed: 11/10/2022]
Abstract
Attachment theory´s core hypotheses (universality, normativity, sensitivity, and competence) are assumed to be applicable worldwide. However, the majority of studies on attachment theory have been conducted in Western countries, and the extent to which these core hypotheses are supported by research conducted in Latin America has never been systematically addressed. The purpose of this systematic narrative literature review is to provide an integrative discussion of the current body of empirical studies concerning attachment theory conducted in Latin American countries. For that purpose, a search was conducted in four electronic databases (Web of Science, PsycInfo, SciELO, and Redalyc) and 82 publications on attachment and/or sensitivity met inclusion criteria. None of the studies reported cases in which an attachment relationship was absent, and a predominance of secure attachment patterns was found, mainly for non-risk samples (NRS). Sensitivity levels were generally deemed adequate in NRS, and related to attachment quality. Attachment security and caregivers' sensitivity were positively associated with child outcomes. Attachment-based intervention studies mostly showed efficacy. In conclusion, Latin American research supports the key theoretical assumptions of attachment theory, mainly in samples of urban middle-class NRS. However, the field of attachment-related research would be enriched by also investing in Latin American studies on caregiving rooted in local concepts and theories.
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Affiliation(s)
- Katherine Fourment
- Institute of Education and Child StudiesLeiden UniversityLeidenthe Netherlands
- Department of PsychologyPontifical Catholic University of PeruLimaPeru
| | - Camila Espinoza
- Institute of Education and Child StudiesLeiden UniversityLeidenthe Netherlands
| | - Ana Carla Lima Ribeiro
- Graduate School of Social PsychologyUniversityof State of Rio de JaneiroRio de JaneiroBrazil
| | - Judi Mesman
- Institute of Education and Child StudiesLeiden UniversityLeidenthe Netherlands
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16
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Frankenhuis WE, Amir D. What is the expected human childhood? Insights from evolutionary anthropology. Dev Psychopathol 2022; 34:473-497. [PMID: 34924077 DOI: 10.1017/s0954579421001401] [Citation(s) in RCA: 16] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Abstract
In psychological research, there are often assumptions about the conditions that children expect to encounter during their development. These assumptions shape prevailing ideas about the experiences that children are capable of adjusting to, and whether their responses are viewed as impairments or adaptations. Specifically, the expected childhood is often depicted as nurturing and safe, and characterized by high levels of caregiver investment. Here, we synthesize evidence from history, anthropology, and primatology to challenge this view. We integrate the findings of systematic reviews, meta-analyses, and cross-cultural investigations on three forms of threat (infanticide, violent conflict, and predation) and three forms of deprivation (social, cognitive, and nutritional) that children have faced throughout human evolution. Our results show that mean levels of threat and deprivation were higher than is typical in industrialized societies, and that our species has experienced much variation in the levels of these adversities across space and time. These conditions likely favored a high degree of phenotypic plasticity, or the ability to tailor development to different conditions. This body of evidence has implications for recognizing developmental adaptations to adversity, for cultural variation in responses to adverse experiences, and for definitions of adversity and deprivation as deviation from the expected human childhood.
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Affiliation(s)
- Willem E Frankenhuis
- Department of Psychology, Utrecht University, Utrecht, the Netherlands
- Max Planck Institute for the Study of Crime, Security and Law, Germany
| | - Dorsa Amir
- Department of Psychology, Boston College, Chestnut Hill, USA
- Department of Psychology, University of California, Berkeley, USA
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Bard KA, Keller H, Ross KM, Hewlett B, Butler L, Boysen ST, Matsuzawa T. Joint Attention in Human and Chimpanzee Infants in Varied Socio-Ecological Contexts. Monogr Soc Res Child Dev 2022; 86:7-217. [PMID: 35355281 DOI: 10.1111/mono.12435] [Citation(s) in RCA: 19] [Impact Index Per Article: 9.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Joint attention (JA) is an early manifestation of social cognition, commonly described as interactions in which an infant looks or gestures to an adult female to share attention about an object, within a positive emotional atmosphere. We label this description the JA phenotype. We argue that characterizing JA in this way reflects unexamined assumptions which are, in part, due to past developmental researchers' primary focus on western, middle-class infants and families. We describe a range of cultural variations in caregiving practices, socialization goals, and parenting ethnotheories as an essential initial step in viewing joint attention within inclusive and contextualized perspectives. We begin the process of conducting a decolonized study of JA by considering the core construct of joint attention (i.e., triadic connectedness) and adopting culturally inclusive definitions (labeled joint engagement [JE]). Our JE definitions allow for attention and engagement to be expressed in visual and tactile modalities (e.g., for infants experiencing distal or proximal caregiving), with various social partners (e.g., peers, older siblings, mothers), with a range of shared topics (e.g., representing diverse socialization goals, and socio-ecologies with and without toys), and with a range of emotional tone (e.g., for infants living in cultures valuing calmness and low arousal, and those valuing exuberance). Our definition of JE includes initiations from either partner (to include priorities for adult-led or child-led interactions). Our next foundational step is making an ecological commitment to naturalistic observations (Dahl, 2017, Child Dev Perspect, 11(2), 79-84): We measure JE while infants interact within their own physical and social ecologies. This commitment allows us to describe JE as it occurs in everyday contexts, without constraints imposed by researchers. Next, we sample multiple groups of infants drawn from diverse socio-ecological settings. Moreover, we include diverse samples of chimpanzee infants to compare with diverse samples of human infants, to investigate the extent to which JE is unique to humans, and to document diversity both within and between species. We sampled human infants living in three diverse settings. U.K. infants (n = 8) were from western, middle-class families living near universities in the south of England. Nso infants (n = 12) were from communities of subsistence farmers in Cameroon, Africa. Aka infants (n = 10) were from foraging communities in the tropical rain forests of Central African Republic, Africa. We coded behavioral details of JE from videotaped observations (taken between 2004 and 2010). JE occurred in the majority of coded intervals (Mdn = 68%), supporting a conclusion that JE is normative for human infants. The JA phenotype, in contrast, was infrequent, and significantly more common in the U.K. (Mdn = 10%) than the other groups (Mdn < 3%). We found significant within-species diversity in JE phenotypes (i.e., configurations of predominant forms of JE characteristics). We conclude that triadic connectedness is very common in human infants, but there is significant contextualization of behavioral forms of JE. We also studied chimpanzee infants living in diverse socio-ecologies. The PRI/Zoo chimpanzee infants (n = 7) were from captive, stable groups of mixed ages and sexes, and included 4 infants from the Chester Zoo, U.K. and 3 from the Primate Research Institute, Kyoto University, Japan. The Gombe chimpanzee infants (n = 12) were living in a dynamically changing, wild community in the Gombe National Park, Tanzania, Africa. Additionally, we include two Home chimpanzee infants who were reared from birth by a female scientist, in the combined U.S., middle-class contexts of home and university cognition laboratory. JE was coded from videotaped observations (taken between 1993 and 2006). JE occurred during the majority of coded intervals (Mdn = 64%), consistent with the position that JE is normative for chimpanzee infants. The JA phenotype, in contrast, was rare, but more commonly observed in the two Home chimpanzee infants (in 8% and 2% of intervals) than in other chimpanzee groups (Mdns = 0%). We found within-species diversity in the configurations comprising the JE phenotypes. We conclude that triadic connectedness is very common in chimpanzee infants, but behavioral forms of joint engagement are contextualized. We compared JE across species, and found no species-uniqueness in behavioral forms, JE characteristics, or JE phenotypes. Both human and chimpanzee infants develop contextualized social cognition. Within-species diversity is embraced when triadic connectedness is described with culturally inclusive definitions. In contrast, restricting definitions to the JA phenotype privileges a behavioral form most valued in western, middle-class socio-ecologies, irrespective of whether the interactions involve human or chimpanzee infants. Our study presents a model for how to decolonize an important topic in developmental psychology. Decolonization is accomplished by defining the phenomenon inclusively, embracing diversity in sampling, challenging claims of human-uniqueness, and having an ecological commitment to observe infant social cognition as it occurs within everyday socio-ecological contexts. It is essential that evolutionary and developmental theories of social cognition are re-built on more inclusive and decolonized empirical foundations.
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Affiliation(s)
- Kim A Bard
- Department of Psychology, University of Portsmouth
| | - Heidi Keller
- Department of Human Sciences, Osnabrück University
| | | | - Barry Hewlett
- Department of Anthropology, Washington State University, Vancouver
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Lansford JE. Annual Research Review: Cross-cultural similarities and differences in parenting. J Child Psychol Psychiatry 2022; 63:466-479. [PMID: 34763373 PMCID: PMC8940605 DOI: 10.1111/jcpp.13539] [Citation(s) in RCA: 35] [Impact Index Per Article: 17.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 09/29/2021] [Indexed: 01/03/2023]
Abstract
This article reviews contemporary research on cross-cultural similarities and differences in parenting. The article begins by providing a definition of culture and how both parenting and culture can change over historical time. The article then presents some classic theoretical frameworks for understanding culture and parenting before considering why parenting may be similar across cultures and why parenting may be different across cultures. The article next turns to a review of cross-cultural similarities and differences in several aspects of parenting, including physical caregiving, cognitive stimulation, warmth and acceptance, control and monitoring, and discipline. Cultural normativeness and beliefs on the legitimacy of parental authority are then considered as potential moderators that contribute to cross-cultural similarities and differences in relations between parenting and child outcomes. The article then considers implications for parenting interventions and laws and policies related to parenting. Finally, the article suggests directions for future research.
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Affiliation(s)
- Jennifer E. Lansford
- Duke University, Center for Child and Family Policy, Box 90545, Durham, NC 27708, USA
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Hodsoll J, Pickles A, Bozicevic L, Supraja TA, Hill J, Chandra PS, Sharp H. A Comparison of Non-verbal Maternal Care of Male and Female Infants in India and the United Kingdom: The Parent-Infant Caregiving Touch Scale in Two Cultures. Front Psychol 2022; 13:852618. [PMID: 35401353 PMCID: PMC8984138 DOI: 10.3389/fpsyg.2022.852618] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/11/2022] [Accepted: 02/21/2022] [Indexed: 12/04/2022] Open
Abstract
Differences in infant caregiving behavior between cultures have long been noted, although the quantified comparison of touch-based caregiving using uniform standardized methodology has been much more limited. The Parent-Infant Caregiving Touch scale (PICTS) was developed for this purpose and programming effects of early parental tactile stimulation (stroking) on infant hypothalamic-pituitary adrenal (HPA)-axis functioning (stress-response system), cardiovascular regulation and behavioral outcomes, similar to that reported in animals, have now been demonstrated. In order to inform future studies examining such programming effects in India, we first aimed to describe and examine, using parametric and non-parametric item-response methods, the item-response frequencies and characteristics of responses on the PICTS, and evidence for cross-cultural differential item functioning (DIF) in the United Kingdom (UK) and India. Second, in the context of a cultural favoring of male children in India, we also aimed to test the association between the sex of the infant and infant "stroking" in both cultural settings. The PICTS was administered at 8-12 weeks postpartum to mothers in two-cohort studies: The Wirral Child Health and Development Study, United Kingdom (n = 874) and the Bangalore Child Health and Development Study, India (n = 395). Mokken scale analysis, parametric item-response analysis, and structural equation modeling for categorical items were used. Items for two dimensions, one for stroking behavior and one for holding behavior, could be identified as meeting many of the criteria required for Mokken scales in the United Kingdom, only the stroking scale met these criteria in the sample from India. Thus, while a comparison between the two cultures was possible for the stroking construct, comparisons for the other non-verbal parenting constructs within PICTS were not. Analyses revealed higher rates of early stroking being reported for the United Kingdom than India, but no sex differences in rates in either country and no differential sex difference by culture. We conclude that PICTS items can be used reliably in both countries to conduct further research on the role of early tactile stimulation in shaping important child development outcomes.
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Affiliation(s)
- John Hodsoll
- Department of Biostatistics, Institute of Psychiatry, Psychology and Neuroscience, King’s College London, London, United Kingdom
| | - Andrew Pickles
- Department of Biostatistics, Institute of Psychiatry, Psychology and Neuroscience, King’s College London, London, United Kingdom
| | - Laura Bozicevic
- Department of Primary Care and Mental Health, Institute of Population Health, University of Liverpool, Liverpool, United Kingdom
| | | | - Jonathan Hill
- School of Psychology and Clinical Language Sciences, University of Reading, Reading, United Kingdom
| | - Prabha S. Chandra
- Department of Psychiatry, National Institute of Mental Health and Neurosciences, Bangalore, India
| | - Helen Sharp
- Department of Primary Care and Mental Health, Institute of Population Health, University of Liverpool, Liverpool, United Kingdom
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A Comparative Analysis of Divergent Evolutionary Models of Attachment and a New Biobehavioral Conceptualization. PSYCHOLOGICAL RECORD 2022. [DOI: 10.1007/s40732-021-00501-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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21
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Lachman A, Jordaan ER, Stern M, Donald KA, Hoffman N, Lake MT, Zar HJ, Niehaus DJH, Puura K, Stein DJ. The Shared Pleasure Paradigm: A study in an observational birth cohort in South Africa. Arch Womens Ment Health 2022; 25:227-235. [PMID: 34985581 PMCID: PMC8784495 DOI: 10.1007/s00737-021-01199-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/29/2021] [Accepted: 12/20/2021] [Indexed: 11/26/2022]
Abstract
Mother-infant dyads in low- and middle-income countries (LMICs) may be exposed to a range of factors associated with suboptimal development. Optimal infant development is likely supported by synchronicity in the early mother-infant relationship, but limited corroborative research is available in LMICs. The Drakenstein Child Health Study (DCHS) provided an opportunity to study this synchronicity and its associations in South Africa. A South African birth cohort study investigating early-life determinants of child health in a LMIC context provided participants. The Shared Pleasure (SP) paradigm helped assess early mother-infant synchronicity in videos of a sub-set of 291 mother-infant dyads at their 14-week well baby visit. General linear regression models investigated the relationship between selected maternal and infant characteristics and the presence of Shared Pleasure moments. Out of a possible 291 dyads, 82% (n = 239) yielded Shared Pleasure moments. The mean age of mothers was 27 years, while infant sex distribution comprised 54% females and 46% males. The shortest single Shared Pleasure moment lasted at least 0.5 s and the longest 28 s. Shared Pleasure moments were associated with higher gestation age at delivery (p = 0.008) and higher infant birth weight (p = 0.006), but were not related to mother's mental health and infant health outcomes at 14 weeks. The high frequency of positive Shared Pleasure moments in reciprocal dyadic interactions in this sample suggests that significant disruption in shared pleasure may be present only in extreme cases (e.g. mothers with severe mental disorders). Further work is needed to investigate the mechanisms underlying the associations between early mother-infant synchronicity and better outcomes noted here, and to assess whether SP may serve as a culturally appropriate screen for assessing connectedness.
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Affiliation(s)
- Anusha Lachman
- Department of Psychiatry, Stellenbosch University, Cape Town, South Africa.
| | - Esme R Jordaan
- Biostatistics Unit, South African Medical Research Council, Parow, South Africa
- Department of Statistics and Population Studies, University of the Western Cape, Cape Town, South Africa
| | - Micky Stern
- South African Medical Research Council Unit On Risk and Resilience in Mental Disorders, Cape Town, South Africa
- Department of Psychiatry and Neuroscience Institute, University of Cape Town, Cape Town, South Africa
| | - Kirsten A Donald
- Department of Paediatrics and Child Health, Red Cross War Memorial Children's Hospital, University of Cape Town, Cape Town, South Africa
- South African Medical Research Council Unit On Child and Adolescent Health, Cape Town, South Africa
| | - Nadia Hoffman
- South African Medical Research Council Unit On Risk and Resilience in Mental Disorders, Cape Town, South Africa
- Department of Psychiatry and Neuroscience Institute, University of Cape Town, Cape Town, South Africa
| | - Marilyn T Lake
- Department of Paediatrics and Child Health, Red Cross War Memorial Children's Hospital, University of Cape Town, Cape Town, South Africa
| | - Heather J Zar
- Department of Paediatrics and Child Health, Red Cross War Memorial Children's Hospital, University of Cape Town, Cape Town, South Africa
- South African Medical Research Council Unit On Child and Adolescent Health, Cape Town, South Africa
| | - Dana J H Niehaus
- Department of Psychiatry, Stellenbosch University, Cape Town, South Africa
| | - Kaija Puura
- Department of Child Psychiatry, Tampere University and Tampere University Hospital, Tampere, Finland
| | - Dan J Stein
- South African Medical Research Council Unit On Risk and Resilience in Mental Disorders, Cape Town, South Africa
- Department of Psychiatry and Neuroscience Institute, University of Cape Town, Cape Town, South Africa
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Kunin J. Pariendo madres: talleres de parto y de crianza en un distrito rural bonaerense. HORIZONTES ANTROPOLÓGICOS 2021. [DOI: 10.1590/s0104-71832021000300007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Resumen Realizamos trabajo de campo etnográfico y analizamos sentidos y prácticas divergentes hacia talleres de crianza y parto respetado en las periferias de un distrito rural bonaerense. Los objetivos iniciales de estas iniciativas públicas y gratuitas no fueron totalmente alcanzados ya que lograron convocar a menos participantes de lo previsto. Llamamos por lo tanto nominalistas a las mujeres que acuden a los talleres, lugares donde se sostiene que la mujer tiene que volverse una con su “cría” para luego buscar “espacios de autonomía”. Ellas se distinguen a sí mismas de la mayoría de las mujeres que no acude a los talleres. Frente a las primeras, estas últimas no harían un “esfuerzo” ni pondrían atención especial en los procesos de parto y crianza que concebirían como “naturales”. Así se ve como no todo el mundo está “intrínsecamente” atraído por el paradigma del “parto respetado”.
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Affiliation(s)
- Johana Kunin
- Consejo Nacional de Investigaciones Científicas y Técnicas, Argentina
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Pitillas C, Berástegui A, Halty A, Rodríguez P, Kamara M, Mesman J. Enhancing maternal sensitivity in contexts of urban extreme poverty in Sierra Leone: A pilot study. Infant Ment Health J 2021; 42:812-822. [PMID: 34529840 DOI: 10.1002/imhj.21945] [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: 04/05/2020] [Accepted: 08/19/2021] [Indexed: 11/05/2022]
Abstract
This pilot study presents preliminary data on the efficacy of Strong Bonds, Strong Pikin (SBSP), a brief intervention program that aims to enhance sensitivity among mothers who care for their preschool children in a slum settlement in Freetown (Sierra Leone). SBSP adapts principles of attachment theory to intervention within a non-Western cultural setting, where families suffer from extreme poverty. A combination of psychoeducation, group work, video-feedback, and storytelling defines the methodology of the program. Maternal sensitivity, parenting stress, and the use of violent discipline practices were measured before (pretest) and after the intervention (posttest) in a sample of 43 mothers who participated in the program. Analyses showed a significant increase in observed maternal sensitivity, as well as a decrease in mother-reported parenting stress, child problems, and use of violent discipline practices from pretest to posttest. These results are discussed in terms of the potential value of culturally sensitive, attachment-centered interventions with caregivers who raise their children in non-Western settings affected by economic vulnerability.
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Affiliation(s)
- Carlos Pitillas
- University Institute of Family Studies, Comillas Pontifical University, Madrid, Spain
| | - Ana Berástegui
- University Institute of Family Studies, Comillas Pontifical University, Madrid, Spain
| | - Amaia Halty
- University Institute of Family Studies, Comillas Pontifical University, Madrid, Spain
| | | | | | - Judi Mesman
- Leiden University College, The Hague, Leiden University, Leiden, Netherlands.,Institute of Education and Child Studies, Leiden University, Leiden, Netherlands
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Abstract
This paper proposes a model for developmental psychopathology that is informed by recent research suggestive of a single model of mental health disorder (the p factor) and seeks to integrate the role of the wider social and cultural environment into our model, which has previously been more narrowly focused on the role of the immediate caregiving context. Informed by recently emerging thinking on the social and culturally driven nature of human cognitive development, the ways in which humans are primed to learn and communicate culture, and a mentalizing perspective on the highly intersubjective nature of our capacity for affect regulation and social functioning, we set out a cultural-developmental approach to psychopathology.
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Yrttiaho S, Bruwer B, Zar HJ, Donald KA, Malcolm-Smith S, Ginton L, Hoffman N, Vuong E, Niehaus D, Leppänen JM, Stein DJ. Pupillary and Attentional Responses to Infant Facial Expressions in Mothers Across Socioeconomic Variations. Child Dev 2020; 92:e236-e251. [PMID: 33369736 DOI: 10.1111/cdev.13503] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Maternal responses to infant facial expressions were examined in two socioeconomically diverse samples of South African mothers (Study I, N = 111; and Study II, N = 214; age: 17-44 years) using pupil and gaze tracking. Study I showed increased pupil response to infant distress expressions in groups recruited from private as compared to public maternity clinics, possibly reflecting underlying differences in socioeconomic status (SES) across the groups. Study II, sampling uniformly low-SES neighborhoods, found increased pupil dilation and faster orientation to expressions of infant distress, but only in the highest income group. These results are consistent with maternal physiological and attentional sensitivity to infant distress cues but challenge the universality of this sensitivity across socioeconomic diversity.
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Thompson RA. Eyes to see and ears to hear: sensitivity in research on attachment and culture. Attach Hum Dev 2020; 23:222-230. [PMID: 32996409 DOI: 10.1080/14616734.2020.1828548] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
How and why should attachment researchers engage in research on attachment and culture? How should they strive to develop a theoretical perspective that is both contextually sensitive and also reflecting species-typical processes of evolutionary adaptation? These comments on the remarkable empirical papers of this special issue consider what is learned from these studies, what more is needed, and directions for future research.
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Affiliation(s)
- Ross A Thompson
- Department of Psychology, University of California, Davis, CA, USA
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Prickett KC. Mothers' Job Loss and Their Sensitivity to Young Children's Development. Child Dev 2020; 91:1970-1987. [PMID: 32738172 DOI: 10.1111/cdev.13398] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
As the economy diversifies and stratifies, more mothers of young children experience job instability. To advance understanding of the implications of this trend, this study examines the role of job instability in maternal sensitivity, an important component of child development, during their children's first 3 years of life. Structural equation models with longitudinal multimethod data from the NICHD Study of Early Child Care and Youth Development (n = 1,211; 1991-1994) revealed that mothers' involuntary job loss, but not other job transitions, was negatively associated with sensitivity. This association was most pronounced among mothers with less education. Mediation analyses found that the association was explained by changes in family income and maternal depression, pointing to policy-relevant mechanisms for reducing inequalities among children.
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Mezzenzana F. Between Will and Thought: Individualism and Social Responsiveness in Amazonian Child Rearing. AMERICAN ANTHROPOLOGIST 2020. [DOI: 10.1111/aman.13345] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Affiliation(s)
- Francesca Mezzenzana
- School of Anthropology and Conservation University of Kent Canterbury CT2 7NR UK
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Neder K, Ferreira LDMP, Amorim KDS. Coconstrução do apego no primeiro semestre de vida: o papel do outro nessa constituição. PSICOLOGIA USP 2020. [DOI: 10.1590/0103-6564e190143] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
Resumo A sobrevida do bebê humano é possibilitada pelo sistema de apego, na medida em que ele busca proximidade, emitindo comportamentos mediadores em direção a uma figura que lhe proporciona segurança. Reflexões provindas da existência de uma intersubjetividade inata e evidências de habilidades mais refinadas do que se conhecia à época da formulação da teoria de Bowlby levaram à hipótese de que o comportamento de apego pode ser observado antes do proposto por esse autor. Empreendeu-se um estudo de caso, em que se analisaram videogravações do primeiro semestre de vida de Marina. Selecionaram-se e analisaram-se microgeneticamente episódios de comportamento diferencial do bebê com seus cuidadores antes dos seis meses de idade; e mapearam-se os comportamentos mediadores com cada cuidador. O comportamento diferencial com uma figura discriminada foi visualizado já aos três meses de vida. Discutiram-se os processos dialógicos e culturais que repercutiram na seleção da mãe como figura de apego.
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Strand PS, Vossen JJ, Savage E. Culture and Child Attachment Patterns: a Behavioral Systems Synthesis. Perspect Behav Sci 2019; 42:835-850. [PMID: 31976462 PMCID: PMC6901642 DOI: 10.1007/s40614-019-00220-3] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022] Open
Abstract
We propose that the two dominant culture institutions (individualist and collectivist) are neither learned nor cognitively represented by the people who practice them. Instead, they exist as group-level payoff structures that reflect differential distributions of child attachment patterns within a society. Individualist societies reflect an overrepresentation of insecure-avoidant attachments and collectivist societies reflect an overrepresentation of insecure-anxious attachments. Moreover, attachment patterns are embodied rather than representational-schedule-induced rather than incrementally shaped or verbally learned. If attachment patterns are schedule-induced, the prospects are poorer for effecting cultural change through economic incentives or informational campaigns (top-down). Rather, cultural practices will be responsive to changes in family practices-to the extent they affect attachment patterns (bottom-up). For example, if breastfeeding rates decline or the workforce participation of women increases, a society will become more individualist and less collectivist. That is because those practices increase avoidant as compared to anxious attachments. Moreover, because insecurely attached children are behaviorally less flexible than are securely attached children, the former have a greater impact on cultural practices than do the latter.
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Affiliation(s)
- Paul S. Strand
- Department of Psychology, Washington State University, Tri-Cities, 2710 Crimson Way, Richland, WA 99354 USA
| | - Jordan J. Vossen
- Department of Psychology, Washington State University, 322 Johnson Tower, Pullman, WA 99164 USA
| | - Erinn Savage
- Department of Psychology, Washington State University, 322 Johnson Tower, Pullman, WA 99164 USA
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Dai Q, McMahon C, Lim AK. Cross-cultural comparison of maternal mind-mindedness among Australian and Chinese mothers. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2019. [DOI: 10.1177/0165025419874133] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
Abstract
Evidence suggests that parental mind-mindedness is important for children’s social-emotional development; however, almost all research exploring mind-mindedness has been conducted with families from Western backgrounds. The current study explored cross-cultural differences in mind-mindedness based on observed real-time interactions between urban Australian ( N = 50, M age = 30.34 years, SD = 3.14) and urban mainland Chinese ( N = 50, M age = 29.18 years, SD = 4.14) mothers and their toddlers (Australian: M age = 18.98 months, SD = 0.87; Chinese: M age = 18.50 months, SD = 2.25). Controlling for education, the Australian mothers used a higher proportion of appropriate mind-related comments and were less likely to use non-attuned mind-related comments than their Chinese counterparts, adjusting for total number of comments. Transcript analysis showed that the Australian mothers used more mental state terms referring to desires and preferences than Chinese mothers. Findings are discussed in relation to cultural influences in child-rearing goals, beliefs, and values and the need for cross-cultural validation of the mind-mindedness construct.
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van Huisstede L, Winstone LK, Ross EK, Crnic KA. Developmental Trajectories of Maternal Sensitivity across the First Year of Life: Relations among Emotion Competence and Dyadic Reciprocity. PARENTING, SCIENCE AND PRACTICE 2019; 19:217-243. [PMID: 33716577 PMCID: PMC7953580 DOI: 10.1080/15295192.2019.1615798] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
OBJECTIVE Maternal sensitivity is a commonly used construct to capture the quality of mother-child interactions, but inconsistencies in conceptualizing and defining maternal sensitivity limit understanding of how sensitive caregiving may be associated with child development. The purposes of this study are to (1) examine and compare the developmental trajectories of individual maternal sensitivity behaviors to that of a global index of sensitivity across the first year of infant life and (2) determine whether differences in trajectories of sensitivity are meaningful for infant emotion competence and dyadic reciprocity at 12 months. DESIGN A total of 322 low-income, Mexican American mothers and infants were observed during a free play task at 3, 4.5, 6, and 12 months. Observations were coded for 11 distinct behaviors known to compose maternal sensitivity. At 12 months, mother-infant interactions were also coded for dyadic reciprocity, and mothers reported on infant emotion competence. RESULTS Latent growth models indicated that individual sensitivity behaviors differed from the global index of sensitivity with respect to initial levels and slopes, with increasing (e.g., vocal appropriateness), decreasing (e.g., touch), and stable (e.g., elaboration) trajectories. The individual and global indices of sensitivity differed in prediction of emotion competence and dyadic reciprocity. Trajectories of global and individual indices of maternal sensitivity operated similarly in predicting dyadic reciprocity, with the exception of consistency of style. In contrast, the global index of sensitivity was unrelated to emotion competence, and only initial levels of positive affect emerged as significant predictors of emotion competence. CONCLUSIONS The findings offer a more nuanced understanding of maternal sensitivity and suggest that component aspects of maternal sensitivity uniquely contribute to child and family competencies.
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Universality claim of attachment theory: Children's socioemotional development across cultures. Proc Natl Acad Sci U S A 2019; 115:11414-11419. [PMID: 30397121 DOI: 10.1073/pnas.1720325115] [Citation(s) in RCA: 50] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
The first part of this paper reviews the basic tenets of attachment theory with respect to differences in cultural socialization strategies. In one strategy infants have the lead, and the social environment is responsive to the infant's wishes and preferences. In another strategy the caregivers-children or adults-are experts who know what is best for a baby without exploring his or her mental states. Accordingly, the definition of attachment is conceived as a negotiable emotional bond or a network of responsibilities. Attachment theory represents the Western middle-class perspective, ignoring the caregiving values and practices in the majority of the world. However, attachment theory claims universality in all its components. Since the claim of universality implies moral judgments about good and bad parenting, ethical questions need to be addressed. These issues are discussed in the second part of the paper. It is first demonstrated that sensitive responsiveness in attachment theory is built on a different concept of the person and self than concepts of good caregiving in many rural subsistence-based farming families. Evaluating one system with the standards of another ignores different realities and different value systems. The common practice of large-scale interventions in rural subsistence-based contexts promoting Western-style parenting strategies without knowing the local culture positions a false understanding of scientific evidence against cultural knowledge. This practice is unethical. Diversity needs to be recognized as the human condition, and the recognition of diversity is an obligation for better science as well as for improving people's lives.
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Abstract
The many tools that social and behavioral scientists use to gather data from their fellow humans have, in most cases, been honed on a rarefied subset of humanity: highly educated participants with unique capacities, experiences, motivations, and social expectations. Through this honing process, researchers have developed protocols that extract information from these participants with great efficiency. However, as researchers reach out to broader populations, it is unclear whether these highly refined protocols are robust to cultural differences in skills, motivations, and expected modes of social interaction. In this paper, we illustrate the kinds of mismatches that can arise when using these highly refined protocols with nontypical populations by describing our experience translating an apparently simple social discounting protocol to work in rural Bangladesh. Multiple rounds of piloting and revision revealed a number of tacit assumptions about how participants should perceive, understand, and respond to key elements of the protocol. These included facility with numbers, letters, abstract number lines, and 2D geometric shapes, and the treatment of decisions as a series of isolated events. Through on-the-ground observation and a collaborative refinement process, we developed a protocol that worked both in Bangladesh and among US college students. More systematic study of the process of adapting common protocols to new contexts will provide valuable information about the range of skills, motivations, and modes of interaction that participants bring to studies as we develop a more diverse and inclusive social and behavioral science.
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Wood LE, Grau JM. Associations Between Maternal Control and Child Defiance Among Puerto Rican-Origin Adolescent Mothers and Their Toddlers: A Person-Centered Examination. JOURNAL OF LATINX PSYCHOLOGY 2018; 6:264-275. [PMID: 30923660 PMCID: PMC6433417 DOI: 10.1037/lat0000120] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Parents use different forms of control to direct children toward their own demands and expectations; however, the literature on Latina parenting has demonstrated mixed findings on the influence of control on child outcomes (Halgunseth, Ispa, & Rudy, 2006). This study tested how maternal control relates to child dysregulated defiance within the cultural context experienced by Latina mother-child dyads. Participants included 122 adolescent mothers of Puerto Rican-origin and their toddlers. Highlighting the importance of ecologically-valid and culturally-sensitive methods of behavioral observation, mother and child behavior were observed during a clean-up task; mothers also reported on their levels of US acculturation and Puerto Rican enculturation. Using person-centered analyses, we identified groups of mothers by parenting behaviors (i.e., guidance, control, positive affect) and cultural orientation (i.e., acculturation, enculturation). Results revealed four sub-groups of mothers with distinct associations to child defiance: 1) enculturated/controlling, 2) bicultural/guiding, 3) bicultural/controlling, 4) acculturated/controlling. Toddlers of the mothers in the acculturated/controlling sub-group displayed greater defiance toward their mothers than those of mothers in the enculturated/controlling sub-group, even though the groups displayed similar levels of control behaviors and positive affect. Toddlers of the enculturated/controlling and the bicultural/guiding mothers displayed similar low levels of defiance, suggesting two different parenting approaches with favorable consequences for child behavior in adolescent mother and toddler dyads. Implications for culturally-informed research and tailored services for young Latina families are discussed.
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Bindt C. Exzessives Säuglingsschreien, persistierende Unruhe und Bindungsentwicklung: Plädoyer für einen erweiterten Blick. Monatsschr Kinderheilkd 2018. [DOI: 10.1007/s00112-018-0572-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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Vicedo M. On the history, present, and future of attachment theory. Reply to Robbie Duschinsky, Marinus van IJzendoorn, Sarah Foster, Sophie Reijman & Francesca Lionetti ‘attachment histories and futures.’. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2018. [DOI: 10.1080/17405629.2018.1502920] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Affiliation(s)
- Marga Vicedo
- Institute for the History and Philosophy of Science and Technology, University of Toronto Victoria College, Toronto ON, Canada
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Thompson RA. Eyes to see and ears to hear: sensitivity in research on attachment and culture. Attach Hum Dev 2018:1-8. [PMID: 29569989 DOI: 10.1080/14616734.2018.1454062] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Abstract
How and why should attachment researchers engage in research on attachment and culture? How should they strive to develop a theoretical perspective that is both contextually sensitive and also reflecting species-typical processes of evolutionary adaptation? These comments on the remarkable empirical papers of this special issue consider what is learned from these studies, what more is needed, and directions for future research.
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Affiliation(s)
- Ross A Thompson
- a Department of Psychology , University of California, Davis , Davis , CA , USA
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Mesman J. Sense and Sensitivity: A Response to the Commentary by Keller et al. (2018). Child Dev 2018; 89:1929-1931. [DOI: 10.1111/cdev.13030] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
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