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Beebe B, Abdurokhmonova G, Lee SH, Dougalis G, Champagne F, Rauh V, Algermissen M, Herbstman J, Margolis AE. Mother-infant self- and interactive contingency at four months and infant cognition at one year: A view from microanalysis. Infant Behav Dev 2024; 74:101920. [PMID: 38237345 PMCID: PMC10956369 DOI: 10.1016/j.infbeh.2023.101920] [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: 06/25/2023] [Revised: 11/02/2023] [Accepted: 12/31/2023] [Indexed: 03/17/2024]
Abstract
Although a considerable literature documents associations between early mother-infant interaction and cognitive outcomes in the first years of life, few studies examine the contributions of contingently coordinated mother-infant interaction to infant cognitive development. This study examined associations between the temporal dynamics of the contingent coordination of mother-infant face-to-face interaction at 4 months and cognitive performance on the Bayley Scales of Infant Development at age one year in a sample of (N = 100) Latina mother-infant pairs. Split-screen videotaped interactions were coded on a one second time base for the communication modalities of infant and mother gaze and facial affect, infant vocal affect, and mother touch. Multi-level time-series models evaluated self- and interactive contingent processes in these modalities and revealed 4-month patterns of interaction associated with higher one-year cognitive performance, not identified in prior studies. Infant and mother self-contingency, the moment-to-moment probability that the individual's prior behavior predicts the individual's future behavior, was the most robust measure associated with infant cognitive performance. Self-contingency findings showed that more varying infant behavior was optimal for higher infant cognitive performance, namely, greater modulation of negative affect; more stable maternal behavior was optimal for higher infant cognitive performance, namely, greater likelihood of sustaining positive facial affect. Although interactive contingency findings were sparse, they showed that, when mothers looked away, or dampened their faces to interest or mild negative facial affect, infants with higher 12-month cognitive performance were less likely to show negative vocal affect. We suggest that infant ability to modulate negative affect, and maternal ability to sustain positive affect, may be mutually reinforcing, together creating a dyadic climate that is associated with more optimal infant cognitive development.
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Affiliation(s)
- Beatrice Beebe
- Division of Child and Adolescent Psychiatry, New York State Psychiatric Institute, Columbia University Medical Center, New York, NY 10032, USA.
| | - Gavkhar Abdurokhmonova
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD 20742, USA
| | - Sang Han Lee
- Department of Child and Adolescent Psychiatry, New York University Grossman School of Medicine, New York, NY 10032, USA; The Nathan Kline Institute, Orangeburg, NJ, 10962, USA, New York University Grossman School of Medicine, New York, NY 10032, USA
| | - Georgios Dougalis
- Division of Child and Adolescent Psychiatry, New York State Psychiatric Institute, Columbia University Medical Center, New York, NY 10032, USA
| | - Frances Champagne
- Department of Psychology, University of Texas, Austin, TX 78712, USA
| | - Virginia Rauh
- Department of Environmental Health Sciences, Mailman School of Public Health, Columbia University, New York, NY 10032, USA
| | - Molly Algermissen
- Department of Environmental Health Sciences, Mailman School of Public Health, Columbia University, New York, NY 10032, USA
| | - Julie Herbstman
- Department of Environmental Health Sciences, Mailman School of Public Health, Columbia University, New York, NY 10032, USA
| | - Amy E Margolis
- Division of Child and Adolescent Psychiatry, New York State Psychiatric Institute, Columbia University Medical Center, New York, NY 10032, USA; Department of Psychiatry, Vagelos College of Physicians and Surgeons, Columbia University, New York, NY 10032, USA
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Ventura S, Mathieson SR, O'Sullivan MP, O'Toole JM, Livingstone V, Pressler RM, Dempsey EM, Murray DM, Boylan GB. Parent-led massage and sleep EEG for term-born infants: A randomized controlled parallel-group study. Dev Med Child Neurol 2023; 65:1395-1407. [PMID: 36917624 DOI: 10.1111/dmcn.15565] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/30/2022] [Revised: 01/27/2023] [Accepted: 01/30/2023] [Indexed: 03/16/2023]
Abstract
AIM To examine the impact of parent-led massage on the sleep electroencephalogram (EEG) features of typically developing term-born infants at 4 months. METHOD Infants recruited at birth were randomized to intervention (routine parent-led massage) and control groups. Infants had a daytime sleep EEG at 4 months and were assessed using the Griffiths Scales of Child Development, Third Edition at 4 and 18 months. Comparative analysis between groups and subgroup analysis between regularly massaged and never-massaged infants were performed. Groups were compared for sleep stage, sleep spindles, quantitative EEG (primary analysis), and Griffiths using the Mann-Whitney U test. RESULTS In total, 179 out of 182 infants (intervention: 83 out of 84; control: 96 out of 98) had a normal sleep EEG. Median (interquartile range) sleep duration was 49.8 minutes (39.1-71.4) (n = 156). A complete first sleep cycle was seen in 67 out of 83 (81%) and 72 out of 96 (75%) in the intervention and control groups respectively. Groups did not differ in sleep stage durations, latencies to sleep and to rapid eye movement sleep. Sleep spindle spectral power was greater in the intervention group in main and subgroup analyses. The intervention group showed greater EEG magnitudes, and lower interhemispherical coherence on subgroup analyses. Griffiths assessments at 4 months (n = 179) and 18 months (n = 173) showed no group differences in the main and subgroup analyses. INTERPRETATION Routine massage is associated with distinct functional brain changes at 4 months. WHAT THIS PAPER ADDS Routine massage of infants is associated with differences in sleep electroencephalogram biomarkers at 4 months. Massaged infants had higher sleep spindle spectral power, greater sleep EEG magnitudes, and lower interhemispherical coherence. No differences between groups were observed in total nap duration or first cycle macrostructure.
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Affiliation(s)
- Soraia Ventura
- INFANT Research Centre, University College Cork, Cork, Ireland
- Department of Paediatrics & Child Health, University College Cork, Cork, Ireland
| | - Sean R Mathieson
- INFANT Research Centre, University College Cork, Cork, Ireland
- Department of Paediatrics & Child Health, University College Cork, Cork, Ireland
| | - Marc P O'Sullivan
- INFANT Research Centre, University College Cork, Cork, Ireland
- Department of Paediatrics & Child Health, University College Cork, Cork, Ireland
- Luxembourg Institute of Health, Strassen, Luxembourg
| | - John M O'Toole
- INFANT Research Centre, University College Cork, Cork, Ireland
- Department of Paediatrics & Child Health, University College Cork, Cork, Ireland
| | - Vicki Livingstone
- INFANT Research Centre, University College Cork, Cork, Ireland
- Department of Paediatrics & Child Health, University College Cork, Cork, Ireland
| | - Ronit M Pressler
- Department of Clinical Neurophysiology, Great Ormond Street Hospital NHS Trust, London, UK
- Developmental Neurosciences, UCL Great Ormond Street Institute of Child Health, London, UK
| | - Eugene M Dempsey
- INFANT Research Centre, University College Cork, Cork, Ireland
- Department of Paediatrics & Child Health, University College Cork, Cork, Ireland
| | - Deirdre M Murray
- INFANT Research Centre, University College Cork, Cork, Ireland
- Department of Paediatrics & Child Health, University College Cork, Cork, Ireland
| | - Geraldine B Boylan
- INFANT Research Centre, University College Cork, Cork, Ireland
- Department of Paediatrics & Child Health, University College Cork, Cork, Ireland
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Bruce M, Ermanni B, Bell MA. The longitudinal contributions of child language, negative emotionality, and maternal positive affect on toddler executive functioning development. Infant Behav Dev 2023; 72:101847. [PMID: 37300924 PMCID: PMC10527090 DOI: 10.1016/j.infbeh.2023.101847] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2022] [Revised: 05/10/2023] [Accepted: 06/02/2023] [Indexed: 06/12/2023]
Abstract
Executive functions (EF) develop rapidly across early childhood and play a prominent role in promoting adaptive outcomes later in development. Although the existing literature suggests that the development of early EF is sensitive to the influence of intrinsic and extrinsic factors, limited research has examined the joint contributions of multiple child and contextual factors in infancy/toddlerhood. The purpose of our longitudinal study was therefore to identify early environmental, behavioral, biologically-based factors that influence children's EF outcomes in late toddlerhood. Participants included 409 mother-child dyads (209 girls) and the data was collected across children's first three postnatal years. Parent-report measures were used to assess infant negative affectivity (5-months; IBQ-R) and toddler language (age 2; MCDI), and both maternal positive affect (5-months) and toddler frustration (age 2) were coded during mother-child interaction tasks. A battery of behavioral tasks was used to measure child EF in late toddlerhood (age 3). After controlling for maternal education (a proxy for children's socio-economic environment), path analysis indicated that both infant and maternal affect at 5-months directly predicted toddlers' language skills and frustration expression at age 2. Toddler language (but not frustration) also predicted child performance on multiple EF tasks at age 3. Finally, 5-month infant and maternal affect indirectly predicted age 3 EF via age 2 language. Our results identify language as a mechanism through which children's early caregiving environment influences their EF development. Taken together, these findings illustrate the importance of applying a biopsychosocial perspective to the examination of early childhood EF development.
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Affiliation(s)
- Madeleine Bruce
- Department of Psychology, Virginia Tech, Blacksburg, VA, USA.
| | - Briana Ermanni
- Department of Psychology, Virginia Tech, Blacksburg, VA, USA
| | - Martha Ann Bell
- Department of Psychology, Virginia Tech, Blacksburg, VA, USA
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Terrace HS, Bigelow AE, Beebe B. Intersubjectivity and the Emergence of Words. Front Psychol 2022; 13:693139. [PMID: 35602746 PMCID: PMC9116197 DOI: 10.3389/fpsyg.2022.693139] [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: 04/09/2021] [Accepted: 03/23/2022] [Indexed: 11/13/2022] Open
Abstract
Intersubjectivity refers to two non-verbal intersubjective relations infants experience during their first year that are precursors to the emergence of words. Trevarthen, a pioneer in the study of intersubjectivity, referred to those relations as primary and secondary intersubjectivity. The former, a dyadic coordination between the infant and her caregiver, begins at birth. The latter, a triadic coordination that develops around 9 months, allows the infant and a caregiver to share attention to particular features of the environment. Secondary intersubjectivity is crucial for an infant’s ability to begin to produce words, at around 12 months. Much research on the social and cognitive origins of language has focused on secondary intersubjectivity. That is unfortunate because it neglects the fact that secondary intersubjectivity and the emergence of words are built on a foundation of primary intersubjectivity. It also ignores the evolutionary origins of intersubjectivity and its uniquely human status. That unique status explains why only humans learn words. This article seeks to address these issues by relating the literature on primary intersubjectivity, particularly research on bi-directional and contingent communication between infants and mothers, to joint attention and ultimately to words. In that context, we also discuss Hrdy’s hypothesis about the influence of alloparents on the evolution of intersubjectivity.
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Affiliation(s)
- Herbert S Terrace
- Departments of Psychology and Psychiatry, Columbia University, New York, NY, United States
| | - Ann E Bigelow
- Department of Psychology, St. Francis Xavier University, Antigonish, NS, Canada
| | - Beatrice Beebe
- New York State Psychiatric Institute, Columbia University Medical Center, New York City, NY, United States
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Vaccaro SM, Tofighi D, Moss N, Rieger R, Lowe JR, Phillips J, Erickson SJ. The association of infant temperament and maternal sensitivity in preterm and full-term infants. Infant Ment Health J 2021; 42:374-385. [PMID: 33836096 DOI: 10.1002/imhj.21915] [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: 05/06/2020] [Revised: 09/20/2020] [Accepted: 11/24/2020] [Indexed: 01/30/2023]
Abstract
Infants who experience sensitive caregiving are at lower risk for numerous adverse outcomes. This is especially true for infants born preterm, leading them to be more susceptible to risks associated with poorer quality caregiving. Some research suggests that preterm and full-term infants differ on temperament, which may contribute to these findings. This study aimed to investigate associations between infant temperament (negative emotionality, positive affectivity/surgency, and orienting/regulatory capacity) and maternal sensitivity among infants born preterm (M = 30.2 weeks) and full term. It was hypothesized that mothers of infants born preterm and mothers of infants with more difficult temperaments would display lower sensitivity, indicated by lower responsiveness to nondistress, lower positive regard, and higher intrusiveness. Videotaped play interactions and a measure of temperament (Infant Behavior Questionnaire) were coded for 18 preterm and 44 full-term infants at 9 months (corrected) age. Results suggest that mothers of preterm and full-term infants differed significantly in responding to their infants, but these results cannot be explained by infant temperament. Preterm status and sociodemographic risk emerged as correlates of maternal behavior, such that mothers of infants born preterm and mothers with greater sociodemographic risk displayed lower levels of maternal sensitivity.
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Affiliation(s)
- Suzanne M Vaccaro
- Department of Psychology, University of New Mexico, Albuquerque, New Mexico, USA
| | - Davood Tofighi
- Department of Psychology, University of New Mexico, Albuquerque, New Mexico, USA
| | - Natalia Moss
- Department of Psychology, University of New Mexico, Albuquerque, New Mexico, USA
| | - Rebecca Rieger
- Department of Psychology, University of New Mexico, Albuquerque, New Mexico, USA
| | - Jean R Lowe
- Department of Pediatrics, University of New Mexico, Albuquerque, New Mexico, USA
| | - John Phillips
- The Mind Research Network, Albuquerque, New Mexico, 87106, USA
| | - Sarah J Erickson
- Department of Psychology, University of New Mexico, Albuquerque, New Mexico, USA
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Almomani F, Al-Momani MO, Garadat S, Alqudah S, Kassab M, Hamadneh S, Rauterkus G, Gans R. Cognitive functioning in Deaf children using Cochlear implants. BMC Pediatr 2021; 21:71. [PMID: 33568086 PMCID: PMC7874642 DOI: 10.1186/s12887-021-02534-1] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/14/2020] [Accepted: 02/02/2021] [Indexed: 11/26/2022] Open
Abstract
Background Cognitive abilities like language, memory, reasoning, visualization, and perceptual functioning shape human action and are considered critical to the successful interaction with the environment. Alternatively, hearing loss can disrupt a child’s ability to communicate, and negatively impact cognitive development. Cochlear implants (CI) restore auditory input thereby supporting communication and may enhance cognitive performance. This study compares general cognitive development after cochlear implantation (2017–2019) in two groups of Jordanian children implanted earlier (age:4–6 years, N = 22) and later (7–9 years, N = 16) to the development of randomly selected normal hearing peers (N = 48). Design Visualization, reasoning, memory, and attention were assessed using the Leiter-R scale at baseline (before implantation), 8 months and 16 months post implantation for children with hearing loss. Same times of testing (baseline, 8 months and 16 months) were used for normal hearing peers. Results Over the 16-month period, the cognitive improvement of 4–6-year-old deaf children was greater than that of their normal hearing peers on the scales of visualization (5.62 vs. 4.40), reasoning (2.53 vs. 2.38) and memory (17.19 vs. 11.67). while the improvement of 7–9-year-old was less major than that of their normal hearing peers on all scales. Conclusions These results suggest that CI not only enhances communication skills but may improve cognitive functioning in deaf children. However, the extent of this improvement was dependent on age at intervention; current results demonstrated that the children received CI at young ages had better cognitive improvements.
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Affiliation(s)
- Fidaa Almomani
- Department of Rehabilitation Sciences, Faculty of Applied Medical Sciences, Jordan University of Science and Technology, Irbid, 22110, Jordan.
| | | | - Soha Garadat
- Department of Hearing and Speech Sciences, The University of Jordan, Amman, Jordan
| | - Safa Alqudah
- Department of Rehabilitation Sciences, Faculty of Applied Medical Sciences, Jordan University of Science and Technology, Irbid, 22110, Jordan
| | - Manal Kassab
- Faculty of Nursing, Jordan University of Science and Technology, Irbid, 22110, Jordan.,Associate (Clinical Fellow) in Nursing at University of Technology, Sydney (UTS), Ultimo, Australia
| | - Shereen Hamadneh
- Department of Maternal and Child Health, Nursing School, Al Al Bayt University, Mafraq, Jordan
| | - Grant Rauterkus
- American Institute of Balance, Clear Water, Pinellas Park, FL, USA.,Tulane University, New Orleans, LA, USA
| | - Richard Gans
- American Institute of Balance, Clear Water, Pinellas Park, FL, USA
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Almomani F, Al-Momani MO, Alsheyab N, Al Mhdawi K. Reasoning Abilities and Potential Correlates Among Jordanian School Children. Matern Child Health J 2019; 22:501-511. [PMID: 29282593 DOI: 10.1007/s10995-017-2416-7] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
Abstract
Objectives To investigate factors related to reasoning skills in 434 school children aged 5-9 years. Methods The Leiter International Performance Scale-Revised was used to assess reasoning skills. Demographic, work and family income data, information on child's daily behavior and school academic achievement were provided by the participating children's parents. Results Reasoning scores increased by 4.56 points with increasing subject's age, 1.71 points with increasing level of father's occupation, 1.86 points with each increase in the subject's GPA, 1.13 points with consumption of breakfast at home and 1.81 points when child slept more hours. Having a father who smoked and living in a rural area decreased scores in reasoning. Conclusions for Practice Screening of reasoning and associated factors is essential for a comprehensive and accurate understanding of the child's abilities and limitations. Understanding the child's reasoning abilities is critical for establishing intervention goals and planning therapeutic activities.
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Affiliation(s)
- Fidaa Almomani
- Department of Rehabilitation Sciences, Faculty of Applied Medical Sciences, Jordan University of Science and Technology, Irbid, 22110, Jordan.
| | | | - Nihayah Alsheyab
- Faculty of Nursing, Jordan University of Science and Technology, Irbid, 22110, Jordan
| | - Khader Al Mhdawi
- Department of Rehabilitation Sciences, Faculty of Applied Medical Sciences, Jordan University of Science and Technology, Irbid, 22110, Jordan
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