1
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Mistry-Patel S, Nyman-Mallis T, Dollar JM, Gagne JR, Brooker RJ. Cognitive Control Moderates Associations Between Domains of Temperamental Reactivity and Preschoolers' Social Behaviors. Dev Psychobiol 2024; 66:e22545. [PMID: 39236225 DOI: 10.1002/dev.22545] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/15/2023] [Revised: 06/28/2024] [Accepted: 08/16/2024] [Indexed: 09/07/2024]
Abstract
Temperamental characteristics and emerging cognitive control are meaningful predictors of children's development of adaptive and maladaptive social behaviors during the preschool period. However, knowledge of the interplay of these pathways, when examined concurrently to highlight their individual contributions, is limited. Using a cross-sectional sample of 3-year-old children, we examined parent-reported discrete traits of negative (anger, fear, sadness, and shyness) and positive (low- and high-intensity pleasure) temperamental reactivity as predictors of children's prosociality and physical aggression. Further, we tested whether the effects of discrete temperament were moderated by cognitive control, as indexed by the N2 event-related potential, during a go/no-go task. Analyses focus on a subsample of children with an observable N2 (n = 66). When controlling for other relative temperament traits, several significant main effects emerged. Moreover, at low cognitive control (smaller N2), fear was negatively associated with aggression, whereas at high cognitive control, sadness was positively associated with aggression. Heightened anger was linked to reduced prosocial behavior when cognitive control was low but linked to greater prosocial behavior when cognitive control was high. The results highlight that discrete temperament traits predict individual differences in child outcomes but that associations depend on concurrent levels of cognitive control.
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Affiliation(s)
- Sejal Mistry-Patel
- Department of Psychological and Brain Sciences, Texas A&M University, College Station, Texas, USA
| | - Tristin Nyman-Mallis
- Kennedy Krieger Institute and Johns Hopkins University School of Medicine, Baltimore, Maryland, USA
| | - Jessica M Dollar
- Departments of Kinesiology and Psychology, University of North Carolina at Greensboro, Greensboro, North Carolina, USA
| | - Jeffrey R Gagne
- Department of Educational Psychology, Texas A&M University, College Station, Texas, USA
| | - Rebecca J Brooker
- Department of Psychological and Brain Sciences, Texas A&M University, College Station, Texas, USA
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2
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Lin X, Wu Y, Wu J, Qin L. Enhancing Cooperation in 5-6-Year-Old Rural Chinese Children through Cooperative Constructive Play Based on Anji Play: A Quasi-Experimental Study. Behav Sci (Basel) 2024; 14:533. [PMID: 39062356 PMCID: PMC11273849 DOI: 10.3390/bs14070533] [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: 05/22/2024] [Revised: 06/18/2024] [Accepted: 06/24/2024] [Indexed: 07/28/2024] Open
Abstract
Cooperation plays a crucial role in children's social development and adaptation. This study designed a cooperative constructive play (CCP) intervention based on the Anji Play teaching model and evaluated its effectiveness in a quasi-experimental design involving 60 rural Chinese children aged 5-6 years. Participants were divided into an experimental group, which engaged in 12 weeks of CCP, and a control group, which continued with regular teaching activities. The cooperation data were collected through a truck racing task using pre-, mid-, post-, and follow-up tests, while the cooperation levels and strategies were evaluated by video observations of role-playing games before and after the tests. The results indicated significant improvements in cooperation scores in both the truck racing task and role-playing games in the experimental group compared to the baseline, with no similar enhancements observed in the control group. Furthermore, cooperation scores in the follow-up were higher than pre- and post-test scores, demonstrating the CCP's effectiveness in fostering child cooperation, transferability to other contexts, and sustainability. These findings suggest that CCP intervention based on Anji Play can significantly enhance cooperation in children, offering a valuable tool for educational practices.
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Affiliation(s)
- Xinya Lin
- Zhejiang Philosophy and Social Science Laboratory for Research in Early Development and Childcare, Hangzhou Normal University, Hangzhou 310030, China;
| | - Yunpeng Wu
- School of Teacher Education, Dezhou University, Dezhou 253023, China;
| | - Jianfen Wu
- Zhejiang Philosophy and Social Science Laboratory for Research in Early Development and Childcare, Hangzhou Normal University, Hangzhou 310030, China;
| | - Liping Qin
- School of Teacher Education, Dezhou University, Dezhou 253023, China;
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3
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Sagar M, Henderson AME, Takac M, Morrison S, Knott A, Moser A, Yeh WT, Pages N, Jawed K. Deconstructing and reconstructing turn-taking in caregiver-infant interactions: a platform for embodied models of early cooperation. J R Soc N Z 2022. [DOI: 10.1080/03036758.2022.2098781] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Affiliation(s)
- Mark Sagar
- Soul Machines Ltd., Auckland, New Zealand
- Auckland Bioengineering Institute, University of Auckland, Auckland, New Zealand
| | | | - Martin Takac
- Soul Machines Ltd., Auckland, New Zealand
- Department of Applied Informatics, Comenius University in Bratislava, Bratislava, Slovakia
| | - Samara Morrison
- Soul Machines Ltd., Auckland, New Zealand
- Auckland Bioengineering Institute, University of Auckland, Auckland, New Zealand
- School of Psychology, University of Auckland, Auckland, New Zealand
| | - Alistair Knott
- Soul Machines Ltd., Auckland, New Zealand
- Department of Computer Science, University of Otago, Dunedin, New Zealand
| | - Alecia Moser
- Auckland Bioengineering Institute, University of Auckland, Auckland, New Zealand
- School of Psychology, University of Auckland, Auckland, New Zealand
| | - Wan-Ting Yeh
- School of Psychology, University of Auckland, Auckland, New Zealand
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4
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Breeland N, Henderson AM, Low R. Initial interactions matter: Warm-up play affects 2-year-olds’ cooperative ability with an unfamiliar same-aged peer. J Exp Child Psychol 2022; 218:105328. [DOI: 10.1016/j.jecp.2021.105328] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2021] [Revised: 11/09/2021] [Accepted: 11/10/2021] [Indexed: 11/26/2022]
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5
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Kammermeier M, Paulus M. Maternal emotional availability relates to two-year-olds’ behavior in a challenging cooperative interaction. Infant Behav Dev 2022; 67:101696. [DOI: 10.1016/j.infbeh.2022.101696] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2021] [Revised: 01/21/2022] [Accepted: 01/21/2022] [Indexed: 11/05/2022]
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6
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Kachel G, Moore R, Hepach R, Tomasello M. Toddlers Prefer Adults as Informants: 2- and 3-Year-Olds' Use of and Attention to Pointing Gestures From Peer and Adult Partners. Child Dev 2021; 92:e635-e652. [PMID: 33511648 DOI: 10.1111/cdev.13544] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Two- and 3-year-old children (N = 96) were tested in an object-choice task with video presentations of peer and adult partners. An immersive, semi-interactive procedure enabled both the close matching of adult and peer conditions and the combination of participants' choice behavior with looking time measures. Children were more likely to use information provided by adults. As the effect was more pronounced in the younger age-group, the observed bias may fade during toddlerhood. As there were no differences in children's propensity to follow peer and adult gestures with their gaze, these findings provide some of the earliest evidence to date that young children take an interlocutor's age into account when judging ostensively communicated testimony.
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Affiliation(s)
- Gregor Kachel
- Leipzig University.,Duke University and Max-Planck-Institute for Evolutionary Anthropology
| | | | | | - Michael Tomasello
- Duke University and Max-Planck-Institute for Evolutionary Anthropology
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7
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Siekiera N, Białek A. Doing things together: Development of cooperation through cultural participation. JOURNAL FOR THE THEORY OF SOCIAL BEHAVIOUR 2021. [DOI: 10.1111/jtsb.12275] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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8
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Tervahartiala K, Nolvi S, Kortesluoma S, Pelto J, Hyttinen S, Junttila N, Ahtola A, Karlsson H, Karlsson L. Child Temperament and Total Diurnal Cortisol in Out-of-Home Center-Based Child Care and in At-Home Parental Care. Child Dev 2020; 92:408-424. [PMID: 32797638 PMCID: PMC7891657 DOI: 10.1111/cdev.13435] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
The association between child temperament characteristics and total diurnal saliva cortisol in 84 children (M = 2.3 years, SD = 0.6) attending out‐of‐home, center‐based child care and 79 children (M = 2.0 years, SD = 0.5) attending at‐home parental care was examined. Saliva samples were collected during two consecutive days, that is, Sunday and Monday, with four samples taken per day. While children higher in surgency had higher total diurnal cortisol production, we did not find evidence that temperament moderated the associations between child‐care context and total diurnal cortisol. Negative affectivity and effortful control were not related to cortisol output. Our findings suggest that temperamental surgency may be associated with higher total cortisol production in early childhood across child‐care settings.
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Affiliation(s)
| | - Saara Nolvi
- University of Turku.,Charité Universitätsmedizin-Berlin
| | | | | | | | - Niina Junttila
- University of Turku.,Finnish National Agency for Education
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9
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Meyer M, Hunnius S. Becoming better together: The early development of interpersonal coordination. PROGRESS IN BRAIN RESEARCH 2020; 254:187-204. [PMID: 32859287 DOI: 10.1016/bs.pbr.2020.06.012] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/11/2022]
Abstract
Crucial for interacting successfully with other people is the ability to coordinate one's actions with those of others. Interpersonal coordination can be planned or emergent (spontaneous). Although typically easy for adults, coordinating successfully and smoothly with others may be far from trivial for infants and toddlers. What do we know about the developmental trajectory of interpersonal coordination in the first years of life? Which processes play a role in successfully coordinating with others? And how does the development of interpersonal coordination impact other aspects of children's development? In this chapter, we review when and how infants and young children develop successful interpersonal coordination skills (planned and emergent) in early childhood. We argue that insights from the field of cognitive (neuro-) science have significantly advanced our knowledge on which social-cognitive processes underlie interpersonal coordination and its development. In particular, we discuss four important social-cognitive processes; monitoring and predicting others' actions as well as planning and controlling one's own actions. We then present findings on the impact of interpersonal coordination on young children's social understanding, their prosocial behavior and affiliation. Together, we conclude that for future research on the development of interpersonal coordination interdisciplinary exchanges between fields like cognitive (neuro-) science and developmental science offer promising avenues.
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Affiliation(s)
- Marlene Meyer
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands; Department of Psychology, University of Chicago, Chicago, IL, United States.
| | - Sabine Hunnius
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands
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10
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Endedijk HM, Cillessen AHN, Bekkering H, Hunnius S. Cooperation and preference by peers in early childhood: A longitudinal study. SOCIAL DEVELOPMENT 2020. [DOI: 10.1111/sode.12437] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
- Hinke M. Endedijk
- Donders Institute for Brain, Cognition and Behaviour Radboud University Nijmegen The Netherlands
- Behavioural Science Institute Radboud University Nijmegen The Netherlands
| | | | - Harold Bekkering
- Donders Institute for Brain, Cognition and Behaviour Radboud University Nijmegen The Netherlands
| | - Sabine Hunnius
- Donders Institute for Brain, Cognition and Behaviour Radboud University Nijmegen The Netherlands
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11
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Nuara A, Avanzini P, Rizzolatti G, Fabbri-Destro M. Efficacy of a home-based platform for child-to-child interaction on hand motor function in unilateral cerebral palsy. Dev Med Child Neurol 2019; 61:1314-1322. [PMID: 31115046 DOI: 10.1111/dmcn.14262] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 04/03/2019] [Indexed: 12/19/2022]
Abstract
AIM To evaluate the feasibility and effectiveness of an action observation treatment (AOT) home-based platform promoting child-to-child interaction to improve hand motor function in unilateral cerebral palsy (CP). METHOD Twenty children (14 males, six females; mean age 6y 7mo, standard deviation 1y 7mo; range 5y 1mo-10y 6mo) with unilateral CP underwent 20 sessions where they had to observe and then imitate a wizard performing dexterity-demanding magic tricks; a child-to-child live video-session to practise the same exercise then took place. We assessed hand-motor skills with the Besta Scale, neurological motor impairment with Fugl-Meyer Assessment for upper extremity, as well as spasticity, muscle strength, visual analogue scale, and global impression of change 1-month before (T-1), at baseline (T0), and at the end of treatment (T1). RESULTS We observed a T0 to T1 improvement in global hand-motor and bimanual skills, and a significant correlation between motor improvement and difference in hand motor skills relative to the peer (r=-0.519). INTERPRETATION AOT associated with child-to-child interaction effectively improves hand motor function in unilateral CP. This improvement is linked to differences in hand motor ability among peers, suggesting that children should observe others with superior motor skills to their own. This study extends traditional AOT toward novel socially-enriched scenarios, where children might simultaneously be recipients and leaders within a motor learning process. WHAT THIS PAPER ADDS Home-based action observation treatment (AOT) based on child-to-child interaction improves hand motor function in children with unilateral cerebral palsy. Interaction with a more capable peer increases the chances of positive outcome in child-to-child AOT.
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Affiliation(s)
- Arturo Nuara
- Consiglio Nazionale delle Ricerche, Istituto di Neuroscienze, Parma, Italy.,Dipartimento di Scienze Biomediche, Metaboliche e Neuroscienze, Università di Modena e Reggio Emilia, Modena, Italy
| | - Pietro Avanzini
- Consiglio Nazionale delle Ricerche, Istituto di Neuroscienze, Parma, Italy
| | - Giacomo Rizzolatti
- Consiglio Nazionale delle Ricerche, Istituto di Neuroscienze, Parma, Italy
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12
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Maleki M, Chehrzad MM, Kazemnezhad Leyli E, Mardani A, Vaismoradi M. Social Skills in Preschool Children from Teachers' Perspectives. CHILDREN (BASEL, SWITZERLAND) 2019; 6:E64. [PMID: 31052411 PMCID: PMC6560384 DOI: 10.3390/children6050064] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/13/2019] [Revised: 04/18/2019] [Accepted: 04/28/2019] [Indexed: 11/17/2022]
Abstract
Preschool is one of the most important periods in a child's life, and it can influence their social development. A lack of attention to this important life period can increase the risk of serious injuries to a child's growth and development. The aim of this study was to examine the level of social skills in preschool children from teachers' perspectives and investigate the relationship between social skills and the child's environmental and cultural background. A cross-sectional study was conducted on 546 children studying in the preschool centers of Rasht city, Iran. They were selected using a multistage cluster sampling method. Data was gathered using the children's and teachers' demographic questionnaire and the Social Skills Rating System-Teachers (SSRS-T). Descriptive and inferential statistics were used for data analysis via SPSS software. It was found that the majority of children had moderate skills in terms of cooperation, assertion, self-control, and total social skills. Also, a statistically significant association was reported between total social skill scores and the mother's age, mother's education level, mother's job, family's income, teacher teaching experiences, and number of children in each classroom. The Iranian children were at a relatively low risk of problems with social skills. To improve children's social skills, more attention should be paid to factors related to familial and socioeconomic status such as income, parents' education level, maternal age, teacher's selection for this age group, and number of children in each classroom.
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Affiliation(s)
- Maryam Maleki
- School of Nursing and Midwifery, Shahroud University of Medical Sciences, Shahroud 3614773955, Iran.
| | - Minoo Mitra Chehrzad
- School of Nursing and Midwifery, Guilan University of Medical Sciences, Guilan 4199613776, Iran.
| | - Ehsan Kazemnezhad Leyli
- School of Nursing and Midwifery, Guilan University of Medical Sciences, Guilan 4199613776, Iran.
| | - Abbas Mardani
- School of Nursing and Midwifery, Shahroud University of Medical Sciences, Shahroud 3614773955, Iran.
| | - Mojtaba Vaismoradi
- Faculty of Nursing and Health Sciences, Nord University, 8049 Bodø, Norway.
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13
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Theta oscillations in 4-year-olds are sensitive to task engagement and task demands. Sci Rep 2019; 9:6049. [PMID: 30988372 PMCID: PMC6465288 DOI: 10.1038/s41598-019-42615-x] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/26/2018] [Accepted: 04/02/2019] [Indexed: 12/05/2022] Open
Abstract
Top-down control processes are essential for guiding attention and working memory towards task-relevant information. Recently, theta oscillations were suggested as critical for these cognitive processes. Infant studies testing a mixture of bottom-up and top-down processes support adult theta findings. Yet, since infants cannot be instructed, it remains unclear to what extent theta oscillations are involved particularly in top-down control in early childhood. That is especially relevant towards school age when children need top-down control to solve the increasingly complex tasks. In this EEG study, we investigated whether theta-power in 4-year-olds is sensitive to task engagement and to different cognitive task demands. In a within-subjects design, children had three different instructions before watching videos including either no demands (No Task), language-related (Color-naming Task), or action-related (Imitation Task) demands. We analyzed children’s theta-power (3–6 Hz) in two contrasts: (1) Task vs. No Task and (2) Color-naming vs. Imitation Task. The findings revealed more frontomedial theta-power when children were engaged in a task and their frontomedial theta-power increased during their cognitive engagement. Theta-power was stronger over left fronto-temporal sites for language- compared to action-related demands. These findings support recent theoretical work highlighting theta oscillations in top-down control and extend this neurocognitive framework to preschoolers.
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14
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Grady JS, Hastings PD. Becoming prosocial peers: The roles of temperamental shyness and mothers’ and fathers’ elaborative emotion language. SOCIAL DEVELOPMENT 2018. [DOI: 10.1111/sode.12300] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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15
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Cillessen AHN, Marks PEL. Methodological Choices in Peer Nomination Research. New Dir Child Adolesc Dev 2018; 2017:21-44. [PMID: 28892286 DOI: 10.1002/cad.20206] [Citation(s) in RCA: 45] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
Although peer nomination measures have been used by researchers for nearly a century, common methodological practices and rules of thumb (e.g., which variables to measure; use of limited vs. unlimited nomination methods) have continued to develop in recent decades. At the same time, other key aspects of the basic nomination procedure (e.g., whether nonparticipants should be included as nominees, the consequences of pairing code numbers with names on rosters) are underdiscussed and understudied. Beyond providing a general introduction to peer nomination methods and their utility, the current article discusses the advantages and disadvantages of various methodological choices facing researchers who wish to use peer nomination methods, in addition to other considerations that researchers must make in collecting peer nomination data (e.g., establishing reliability and validity, maximizing participation rates, computerized assessments). This article provides recommendations for researchers based on empirical findings (where possible) and the typical practices used in the recent published literature.
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16
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Abstract
In the current study, 24- to 27-month-old children (N = 37) used pointing gestures in a cooperative object choice task with either peer or adult partners. When indicating the location of a hidden toy, children pointed equally accurately for adult and peer partners but more often for adult partners. When choosing from one of three hiding places, children used adults' pointing to find a hidden toy significantly more often than they used peers'. In interaction with peers, children's choice behavior was at chance level. These results suggest that toddlers ascribe informative value to adults' but not peers' pointing gestures, and highlight the role of children's social expectations in their communicative development.
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Affiliation(s)
- Gregor Kachel
- Department of Developmental and Comparative Psychology, Max Planck Institute for Evolutionary Anthropology, Leipzig, Germany.,Faculty of Social and Educational Sciences, University of Applied Sciences Potsdam, Germany
| | - Richard Moore
- Department of Developmental and Comparative Psychology, Max Planck Institute for Evolutionary Anthropology, Leipzig, Germany.,Berlin School of Mind and Brain, Humboldt-Universität zu Berlin, Germany
| | - Michael Tomasello
- Department of Developmental and Comparative Psychology, Max Planck Institute for Evolutionary Anthropology, Leipzig, Germany.,Department of Psychology and Neuroscience, Duke University, North Carolina, USA
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17
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van Schaik JE, Hunnius S. Modulating mimicry: Exploring the roles of inhibitory control and social understanding in 5-year-olds' behavioral mimicry. PLoS One 2018. [PMID: 29513741 PMCID: PMC5841819 DOI: 10.1371/journal.pone.0194102] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022] Open
Abstract
During adult interactions, behavioral mimicry, the implicit copying of an interaction partner’s postures and mannerisms, communicates liking and affiliation. While this social behavior likely develops during early childhood, it is unclear which factors contribute to its emergence. Here, the roles of inhibitory control and social understanding on 5-year-olds’ behavioral mimicry were investigated. Following a social manipulation in which one experimenter shared a sticker with the child and the other experimenter kept two stickers for herself, children watched a video in which these experimenters each told a story. During this story session, children in the experimental group (n = 28) observed the experimenters perform face and hand rubbing behaviors whereas the control group (n = 23) did not see these behaviors. Children’s inhibitory control was assessed using the day-night task and their social understanding was measured through a parental questionnaire. Surprisingly, group-level analyses revealed that the experimental group performed the behaviors significantly less than the control group (i.e. a negative mimicry effect) for both the sticker-sharer and sticker-keeper. Yet, the hypothesized effects of inhibitory control and social understanding were found. Inhibitory control predicted children’s selective mimicry of the sticker-keeper versus sticker-sharer and children’s overall mimicry was correlated with social understanding. These results provide the first indications to suggest that factors of social and cognitive development dynamically influence the emergence and specificity of behavioral mimicry during early childhood.
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Affiliation(s)
- Johanna E van Schaik
- Donders Institute for Brain, Cognition, and Behavior, Radboud University Nijmegen, Nijmegen, the Netherlands.,Education and Child Studies, Leiden University, Leiden, the Netherlands
| | - Sabine Hunnius
- Donders Institute for Brain, Cognition, and Behavior, Radboud University Nijmegen, Nijmegen, the Netherlands
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18
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Endedijk HM, Meyer M, Bekkering H, Cillessen AHN, Hunnius S. Neural mirroring and social interaction: Motor system involvement during action observation relates to early peer cooperation. Dev Cogn Neurosci 2017; 24:33-41. [PMID: 28119184 PMCID: PMC6987761 DOI: 10.1016/j.dcn.2017.01.001] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2016] [Revised: 11/24/2016] [Accepted: 01/03/2017] [Indexed: 01/09/2023] Open
Abstract
Whether we hand over objects to someone, play a team sport, or make music together, social interaction often involves interpersonal action coordination, both during instances of cooperation and entrainment. Neural mirroring is thought to play a crucial role in processing other's actions and is therefore considered important for social interaction. Still, to date, it is unknown whether interindividual differences in neural mirroring play a role in interpersonal coordination during different instances of social interaction. A relation between neural mirroring and interpersonal coordination has particularly relevant implications for early childhood, since successful early interaction with peers is predictive of a more favorable social development. We examined the relation between neural mirroring and children's interpersonal coordination during peer interaction using EEG and longitudinal behavioral data. Results showed that 4-year-old children with higher levels of motor system involvement during action observation (as indicated by lower beta-power) were more successful in early peer cooperation. This is the first evidence for a relation between motor system involvement during action observation and interpersonal coordination during other instances of social interaction. The findings suggest that interindividual differences in neural mirroring are related to interpersonal coordination and thus successful social interaction.
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Affiliation(s)
- H M Endedijk
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands; Behavioural Science Institute, Radboud University, Nijmegen, The Netherlands.
| | - M Meyer
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands.
| | - H Bekkering
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands.
| | - A H N Cillessen
- Behavioural Science Institute, Radboud University, Nijmegen, The Netherlands.
| | - S Hunnius
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands.
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19
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Prime H, Plamondon A, Jenkins JM. Birth order and preschool children's cooperative abilities: A within-family analysis. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2017; 35:392-405. [PMID: 28207165 DOI: 10.1111/bjdp.12180] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/04/2016] [Revised: 10/23/2016] [Indexed: 11/29/2022]
Abstract
There is evidence for a laterborn sibling advantage in some social skills, although this has not been investigated in children's early capacities for cooperation. Using a within-family design, this study compared firstborn and laterborn (i.e., middle and youngest) siblings on their cooperative abilities when they were aged around 3 years. Further, the study investigated whether the association between children's birth order and cooperative abilities was dependent on the prosocial behaviour of other siblings in the home. The sample included 288 ethnically and sociodemographically diverse children clustered within 144 families. Cooperation was directly assessed using a problem-solving paradigm requiring two simultaneous and complementary actions of the child and adult tester to achieve a joint goal. Parents reported on the prosocial behaviour of up to four siblings in the home. Results of a multilevel analysis indicated that youngest children were more advanced in their cooperative abilities, compared to firstborn children, irrespective of their siblings' prosociality. Middle children, in contrast, were only advantaged over firstborn children if their siblings showed high levels of prosociality. The analysis accounted for a number of potential family-wide confounds, providing evidence that this is a child-specific effect related to birth order. Findings are discussed from a social constructivist perspective with an emphasis on the sibling relationship as a context for cooperative interactions that facilitate sociocognitive development. Statement of contribution What is already known on this subject? There are individual differences in children's early capacities for cooperation. Children's early cooperation has not been considered in relation to birth order and/or sibling interaction quality. What does this study add? Youngest children are advantaged in their cooperation as compared to firstborn children. Middle children are also advantaged, but only if their siblings are prosocial. The use of a developmentally sensitive within-family design reduces confounds common to birth order studies.
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Affiliation(s)
- Heather Prime
- University of Toronto/Ontario Institute for Studies in Education, Ontario, Canada
| | | | - Jennifer M Jenkins
- University of Toronto/Ontario Institute for Studies in Education, Ontario, Canada
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Kochukhova O, Mikhailova A, Dyagileva J, Makhin S, Pavlenko V. Temperament differences between institution- and family-reared toddlers. Infant Behav Dev 2016; 45:91-97. [DOI: 10.1016/j.infbeh.2016.10.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2016] [Revised: 10/10/2016] [Accepted: 10/15/2016] [Indexed: 10/20/2022]
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Clusters of Preschoolers' Play Behaviors. ADONGHAKOEJI 2016. [DOI: 10.5723/kjcs.2016.37.2.79] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
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