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Zhao J, Kobayashi T, Haryu E. Impact of talker variability on language development in two-year-olds. JOURNAL OF CHILD LANGUAGE 2024:1-23. [PMID: 38466313 DOI: 10.1017/s0305000924000084] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/12/2024]
Abstract
This research investigated the impact of the number of talkers with whom children engage in daily conversation on their language development. Two surveys were conducted in 2020, targeting two-year-olds growing up in Japanese monolingual families. Caregivers reported the number of talkers in three age groups and children's productive vocabulary via questionnaires. The results demonstrated significant effects of variability in talkers in fifth grade or above in Study 1 (N = 50; male = 23; r = .372) and in adult talkers in Study 2 (N = 175; non-nursery going; male = 76; r = .184) on children's vocabulary development, after controlling for language exposure time and demographic variables. Possible mediating factors are discussed. This research extends previous findings from immigrant bilingual children to monolingual speakers in Japan, suggesting the potential contribution of available talkers other than caregivers in conversational environments.
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Affiliation(s)
- Jing Zhao
- Graduate School of Education, University of Tokyo
| | - Tessei Kobayashi
- Innovative Communication Laboratory, NTT Communication Science Laboratories
| | - Etsuko Haryu
- Graduate School of Education, University of Tokyo
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2
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Cuskelly M, Gilmore L, Rayner C, Girkin F, Mulvihill A, Slaughter V. The impacts of typically developing siblings on the developmental outcomes of children with disability: A scoping review. RESEARCH IN DEVELOPMENTAL DISABILITIES 2023; 140:104574. [PMID: 37531815 DOI: 10.1016/j.ridd.2023.104574] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/21/2023] [Revised: 06/06/2023] [Accepted: 07/19/2023] [Indexed: 08/04/2023]
Abstract
BACKGROUND Siblings represent an important influence on children's development. It is possible that sibling influence on developmental outcomes differs in sibling pairs when one of the children has a disability. Previous research has tended to focus on outcomes for typically developing siblings when they have a brother/sister with a disability. AIMS The purpose of this scoping review was to explore empirical studies reporting on the impact of siblings on the developmental outcomes of children with disability to better understand the areas that are influenced by siblings and the factors that contribute to this influence. METHOD To identify relevant studies, the electronic databases of EBSCO, ERIC, Informit, Ovid, ProQuest and Scopus were searched. These searches were supplemented by direction from the authors on relevant literature and citation searches of papers identified for inclusion. Descriptive details were extracted, followed by details related to research design and findings of the studies. OUTCOMES AND RESULTS Twenty-two papers were determined to meet inclusion criteria. Investigations of sibling influence have concentrated on children with ASD; other groups are not well represented. There is some evidence that having older siblings may be protective for children with ASD; however, this was not an invariable finding. There is too little consistency across studies to determine whether and how siblings influence development of children with disability. CONCLUSIONS AND IMPLICATIONS Further work is required to understand the potentially crucial influence that siblings may have on developmental outcomes of children with disability.
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Affiliation(s)
| | - Linda Gilmore
- School of Psychology & Counselling, Queensland University of Technology, Australia
| | | | - Fiona Girkin
- School of Education, University of Tasmania, Australia
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3
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Manalew WS, Tennekoon VS, Lee J, O’Connell B, Quinn M. Adversity in Infancy and Childhood Cognitive Development: Evidence From Four Developing Countries. Int J Public Health 2022; 67:1604503. [PMID: 36582651 PMCID: PMC9792379 DOI: 10.3389/ijph.2022.1604503] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2021] [Accepted: 11/30/2022] [Indexed: 12/14/2022] Open
Abstract
Objectives: We investigated whether adverse experiences at age 1 (AE-1) affect the level of and change in cognition during childhood using harmonized data from four developing countries. Methods: Data included children born in 2001/2002 and were followed longitudinally in 2006/2007 and in 2009/2010 by Young Lives study in Ethiopia, India, Peru, and Vietnam. Childhood cognition was measured using the Peabody Picture Vocabulary Test (PPVT) at ages 5 (PPVT-5) and 8 (PPVT-8). We also examined the effect on a change in cognition between age 5-8 (PPVT-Change). The AE-1 scores were constructed using survey responses at age 1. The ordinary least squares regression was used for estimation. Results: We found that children with higher adversities as infants had lower cognition scores at ages 5 and 8. The change in cognition between the two ages was also generally smaller for those with severe adversities at infancy. The negative association between adversities and childhood cognition was strongest for India. Conclusion: The results provide policy relevant information for mitigation of undesirable consequences of early life adversities through timely interventions.
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Affiliation(s)
- W. Samuel Manalew
- East Tennessee State University, Johnson City, TN, United States,*Correspondence: W. Samuel Manalew,
| | - Vidhura S. Tennekoon
- Indiana University Purdue University Indianapolis, Indianapolis, IN, United States
| | - Jusung Lee
- University of Texas at San Antonio, San Antonio, TX, United States
| | | | - Megan Quinn
- East Tennessee State University, Johnson City, TN, United States
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4
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Koukouriki E, Athanasopoulou E, Andreoulakis E. Feelings of Loneliness and Social Dissatisfaction in Siblings of Children with Autism Spectrum Disorders: The Role of Birth Order and Perceived Social Support. J Autism Dev Disord 2021; 52:4722-4738. [PMID: 34741232 DOI: 10.1007/s10803-021-05308-x] [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] [Accepted: 09/24/2021] [Indexed: 11/29/2022]
Abstract
Loneliness has been associated with several adverse psychosocial outcomes in childhood and adolescence. The present study aimed to investigate feelings of loneliness and social dissatisfaction in school-aged typically-developing (TD) siblings of children with an autism spectrum disorder (ASD). For this purpose, 118 siblings of children with ASD and 115 siblings of TD children and one of their parents participated in this study. Siblings of ASD-children reported higher levels of loneliness and social dissatisfaction than the controls. The hierarchical multiple regressions performed revealed that those feelings were inversely associated with being the first-born and with specific aspects of social support as perceived by the parent. The younger siblings of ASD-children seem to be in need of certain interventions beyond social support.
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Affiliation(s)
- Evangelia Koukouriki
- Special Education Laboratory, Department of Primary Education, University of Ioannina, Ioannina, Greece. .,Centre for Educational and Counseling Services of Trikala, 2 Botsari str, 42132, Trikala, Greece.
| | - Evangelini Athanasopoulou
- Community Centre for Mental Health of Children and Adolescents, Department of Child and Adolescent Psychiatry, General Hospital of Thessaloniki "G. Papanikolaou", 57010, Thessaloníki, Greece
| | - Elias Andreoulakis
- Adult Psychiatric Unit, Department of Thessaloniki, Hellenic Centre for Mental Health and Research, Thessaloníki, Greece
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5
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Wang S, Andrews G, Pendergast D, Neumann D, Chen Y, Shum DHK. A Cross-Cultural Study of Theory of Mind Using Strange Stories in School-Aged Children from Australia and Mainland China. JOURNAL OF COGNITION AND DEVELOPMENT 2021. [DOI: 10.1080/15248372.2021.1974445] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Si Wang
- Griffith University, Australia
| | | | | | | | - Yulu Chen
- Beijing Union University Teachers’ College, China
| | - David H. K. Shum
- Griffith University, Australia
- The Hong Kong Polytechnic University, Hong Kong
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6
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Zhang W. Maternal human capital accumulation and children's well-being. ADVANCES IN LIFE COURSE RESEARCH 2021; 49:100406. [PMID: 36695118 DOI: 10.1016/j.alcr.2021.100406] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/21/2020] [Revised: 01/22/2021] [Accepted: 01/24/2021] [Indexed: 06/17/2023]
Abstract
Research examining the intergenerational transmission of human capital is subject to two limitations. First, for the parental generation, most studies focus on formal education but fail to consider vocational training experience, which has more variation than formal educational attainment over the life course. Second, most studies have found consistent conclusions using income and occupation for the children's outcomes but have generated mixed findings regarding health and cognitive ability. This study aims to answer whether mothers' additional vocational training beyond formal education is beneficial to children's health and cognitive ability. Applying fixed-effects regression to the National Longitudinal Survey of Youth 1979 and the National Longitudinal Survey of Youth Child and Young Adults datasets, this study finds that mothers' human capital accumulation is positively associated with higher cognitive scores for both boys and girls, but does not significantly predict children's illnesses or behavior problems. These findings bear implications for policy aimed at mitigating the intergenerational cycles of disadvantages.
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Affiliation(s)
- Weihui Zhang
- Doctoral Candidate, Department of Sociology, University at Albany, State University of New York 351 AS, 1400 Washington Ave., Albany, NY 12222, United States.
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7
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Symeonides C, Vuillermin PJ, Sciberras E, Senn E, Thomson SM, Wardrop N, Anderson V, Pezic A, Sly PD, Ponsonby AL. Importance of accounting for sibling age when examining the association between family size and early childhood cognition, language and emotional behaviour: a birth cohort study. BMJ Open 2021; 11:e041984. [PMID: 33741660 PMCID: PMC7986776 DOI: 10.1136/bmjopen-2020-041984] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
OBJECTIVES Larger sibships are associated with poorer cognitive and language outcomes but have different impacts on child emotional development. Previous studies have not taken into account sibling age, nor have impacts across multiple neurodevelopmental domains been considered in the same participant group. This study investigated the influence of family size indicators on early childhood cognitive, language and emotional-behavioural development. The effect of sibling age was considered by evaluating these relationships separately for different sibling age categories. DESIGN Prospective birth cohort study. SETTING Participants in the Barwon Infant Study were recruited from two major hospitals in the Barwon region of Victoria, Australia, between 2010 and 2013 (n=1074 children). PARTICIPANTS The 755 children with any neurodevelopmental data at age 2-3 years excluding twins and those with an acquired neurodisability. OUTCOME MEASURES Cognitive and language development was assessed using the Bayley Scales of Infant and Toddler Development, Third Edition, and emotional-behavioural development was measured with the Child Behaviour Checklist for Ages 1½-5. RESULTS Greater household size was associated with a reduced cognitive development score (adjusted mean difference (AMD) -0.66 per extra household member; 95% CI -0.96 to -0.37; p<0.001) without age-specific differences. However, poorer expressive language was only observed for exposure to siblings between 2-6 and 6-10 years older. Having siblings 2-6 years older was associated with less internalising behaviour (AMD -2.1 per sibling; 95% CI -3.1 to -1.0; p<0.001). These associations persisted after multiple comparison adjustment. CONCLUSIONS The influence of siblings on early childhood development varies substantially by sibling age and the neurodevelopmental outcome under study. Although family size alone appears important for cognitive development, age-specific findings emphasise the importance of sibling interaction in early childhood expressive language development and emotional behaviour.
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Affiliation(s)
- Christos Symeonides
- Murdoch Children's Research Institute,Royal Children's Hospital, University of Melbourne, Parkville, Victoria, Australia
| | - Peter J Vuillermin
- Murdoch Children's Research Institute,Royal Children's Hospital, University of Melbourne, Parkville, Victoria, Australia
- Deakin University, Geelong, Victoria, Australia
| | - Emma Sciberras
- Murdoch Children's Research Institute,Royal Children's Hospital, University of Melbourne, Parkville, Victoria, Australia
- Deakin University, Geelong, Victoria, Australia
| | - Elizabeth Senn
- Murdoch Children's Research Institute,Royal Children's Hospital, University of Melbourne, Parkville, Victoria, Australia
- Deakin University, Geelong, Victoria, Australia
| | - Sarah M Thomson
- The Florey Institute of Neuroscience and Mental Health, Parkville, Victoria, Australia
| | - Nicole Wardrop
- Murdoch Children's Research Institute,Royal Children's Hospital, University of Melbourne, Parkville, Victoria, Australia
| | - Vicki Anderson
- Murdoch Children's Research Institute,Royal Children's Hospital, University of Melbourne, Parkville, Victoria, Australia
| | - Angela Pezic
- Murdoch Children's Research Institute,Royal Children's Hospital, University of Melbourne, Parkville, Victoria, Australia
| | - Peter D Sly
- Child Health Research Centre, University of Queensland, South Brisbane, Queensland, Australia
| | - Anne-Louise Ponsonby
- Murdoch Children's Research Institute,Royal Children's Hospital, University of Melbourne, Parkville, Victoria, Australia
- The Florey Institute of Neuroscience and Mental Health, Parkville, Victoria, Australia
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8
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Anderson NJ, Graham SA, Prime H, Jenkins JM, Madigan S. Linking Quality and Quantity of Parental Linguistic Input to Child Language Skills: A Meta-Analysis. Child Dev 2021; 92:484-501. [PMID: 33521953 DOI: 10.1111/cdev.13508] [Citation(s) in RCA: 57] [Impact Index Per Article: 19.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/05/2023]
Abstract
This meta-analysis examined associations between the quantity and quality of parental linguistic input and children's language. Pooled effect size for quality (i.e., vocabulary diversity and syntactic complexity; k = 35; N = 1,958; r = .33) was more robust than for quantity (i.e., number of words/tokens/utterances; k = 33; N = 1,411; r = .20) of linguistic input. For quality and quantity of parental linguistic input, effect sizes were stronger when input was observed in naturalistic contexts compared to free play tasks. For quality of parental linguistic input, effect sizes also increased as child age and observation length increased. Effect sizes were not moderated by socioeconomic status or child gender. Findings highlight parental linguistic input as a key environmental factor in children's language skills.
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Affiliation(s)
| | - Susan A Graham
- University of Calgary.,Alberta Children's Hospital Research Institute
| | | | | | - Sheri Madigan
- University of Calgary.,Alberta Children's Hospital Research Institute
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9
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Schneider A, Rodrigues M, Falenchuk O, Munhoz TN, Barros AJD, Murray J, Domingues MR, Jenkins JM. Cross-Cultural Adaptation and Validation of the Brazilian Portuguese Version of an Observational Measure for Parent-Child Responsive Caregiving. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:1246. [PMID: 33573217 PMCID: PMC7908563 DOI: 10.3390/ijerph18031246] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/23/2020] [Revised: 01/23/2021] [Accepted: 01/25/2021] [Indexed: 01/16/2023]
Abstract
Responsive caregiving is the dimension of parenting most consistently related to later child functioning in both developing and developed countries. There is a growing need for efficient, psychometrically sound and culturally appropriate measurement of this construct. This study describes the cross-cultural validation in Brazil of the Responsive Interactions for Learning (RIFL-P) measure, requiring only eight minutes for assessment and coding. The cross-cultural adaptation used a recognized seven-step procedure. The adapted version was applied to a stratified sample of 153 Brazilian mother-child (18 months) dyads. Videos of mother-child interaction were coded using the RIFL-P and a longer gold standard parenting assessment. Mothers completed a survey on child stimulation (18 months) and child outcomes were measured at 24 months. Internal consistency (α = 0.94), inter-rater reliability (r = 0.83), and intra-rater reliability (r = 0.94) were all satisfactory to high. RIFL-P scores were significantly correlated with another measurement of parenting (r's ranged from 0.32 to 0.47, p < 0.001), stimulation markers (r = 0.34, p < 0.01), and children's cognition (r = 0.29, p < 0.001), language (r = 0.28, p < 0.001), and positive behavior (r = 0.17, p < 0.05). The Brazilian Portuguese version is a valid and reliable instrument for a brief assessment of responsive caregiving.
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Affiliation(s)
- Alessandra Schneider
- Department of Applied Psychology and Human Development, University of Toronto, Toronto, ON M5S, Canada; (A.S.); (M.R.)
| | - Michelle Rodrigues
- Department of Applied Psychology and Human Development, University of Toronto, Toronto, ON M5S, Canada; (A.S.); (M.R.)
| | - Olesya Falenchuk
- Ontario Institute for Studies in Education, University of Toronto, Toronto, ON M5S, Canada;
| | - Tiago N. Munhoz
- Faculty of Psychology, Federal University of Pelotas, Pelotas 96010900, Brazil;
- Postgraduate Program in Epidemiology, Federal University of Pelotas, Pelotas 96010900, Brazil; (A.J.D.B.); (J.M.)
| | - Aluisio J. D. Barros
- Postgraduate Program in Epidemiology, Federal University of Pelotas, Pelotas 96010900, Brazil; (A.J.D.B.); (J.M.)
| | - Joseph Murray
- Postgraduate Program in Epidemiology, Federal University of Pelotas, Pelotas 96010900, Brazil; (A.J.D.B.); (J.M.)
- Human Development and Violence Research Centre, Federal University of Pelotas, Pelotas 96010900, Brazil
| | - Marlos R. Domingues
- Postgraduate Program in Physical Education, Federal University of Pelotas, Pelotas 96010900, Brazil;
| | - Jennifer M. Jenkins
- Department of Applied Psychology and Human Development, University of Toronto, Toronto, ON M5S, Canada; (A.S.); (M.R.)
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10
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Ben-Itzchak E, Nachshon N, Zachor DA. Having Siblings is Associated with Better Social Functioning in Autism Spectrum Disorder. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2020; 47:921-931. [PMID: 30280363 DOI: 10.1007/s10802-018-0473-z] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Sibling relationships play a unique developmental role, especially in emotional and social domains. In autism spectrum disorder (ASD), social-communication skills are often impaired in comparison to typical development. Therefore, studying siblings' effects on social skills of the child with ASD is important. This retrospective study examined how autism severity and functioning were affected by having older and younger sibling/s, the sex of the index child and of the sibling, and the number of siblings. The study population included 150 participants with ASD (mean age = 4:0 ± 1:6), divided into three equal groups (no sibling, older and younger siblings), matched for cognitive level. The evaluation included neurological and standardized behavioral, cognitive, and functional assessments. Children with ASD with older siblings showed less severe social interaction deficits and better social adaptive skills than only children. No significant differences in autism severity and adaptive functioning were noted between the group with younger siblings and the other groups. The more older siblings the affected child had, the better their social functioning. The sex of the participants with ASD and that of the sibling were not associated with social functioning. Social interaction deficits, the presence of older or younger siblings for children with ASD, and higher cognitive ability contributed significantly to the explained variance (48.9%) in social adaptive skills. These findings emphasize that older siblings positively influence the social skills of their younger sibling with ASD. The effect of typically developing younger siblings was modest and seen only in children with ASD and better cognition.
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Affiliation(s)
- Esther Ben-Itzchak
- Bruckner Center for Research in Ausim, Department of Communication Disorders, Ariel University, 40700, Ariel, Israel. .,The Autism Center, Department of Pediatrics, Assaf Harofeh Medical Center, 70300, Zerifin, Israel.
| | - Noa Nachshon
- Bruckner Center for Research in Ausim, Department of Communication Disorders, Ariel University, 40700, Ariel, Israel
| | - Ditza A Zachor
- The Autism Center, Department of Pediatrics, Assaf Harofeh Medical Center, 70300, Zerifin, Israel.,Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv, Israel
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Abstract
Living in a doubled-up, or shared, household is a common experience. Nearly one-half of children in the United States double up at some point during childhood, yet we know little about the cumulative effects of these households on children. This study estimates the effects on young adult health and educational attainment of childhood years spent in three doubled-up household types: (1) those formed with children's grandparent(s), (2) those formed with children's adult sibling(s), and (3) those formed with other extended family or non-kin adults. Using marginal structural models and inverse probability of treatment weighting-methods that account for the fact that household composition is both a cause and consequence of other family characteristics-I find that doubling up shapes children's life chances, but the effects vary depending on children's relationships with household members. Childhood years spent living with nongrandparent extended family or non-kin adults are associated with worse young adult outcomes, but coresidence with grandparents is not significantly associated with young adult outcomes after selection into these households is accounted for, and coresidence with adult siblings may be beneficial in some domains. By studying the effects of coresidence with adults beyond the nuclear family, this research contributes to a fuller understanding of the implications of family complexity for children.
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12
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Madigan S, Prime H, Graham SA, Rodrigues M, Anderson N, Khoury J, Jenkins JM. Parenting Behavior and Child Language: A Meta-analysis. Pediatrics 2019; 144:peds.2018-3556. [PMID: 31551396 DOI: 10.1542/peds.2018-3556] [Citation(s) in RCA: 72] [Impact Index Per Article: 14.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 05/10/2019] [Indexed: 11/24/2022] Open
Abstract
CONTEXT Early language development supports cognitive, academic, and behavioral success. Identifying modifiable predictors of child language may inform policies and practices aiming to promote language development. OBJECTIVE To synthesize results of observational studies examining parenting behavior and early childhood language in typically developing samples. DATA SOURCES Searches were conducted in Medline, Embase, PsycINFO, Web of Science, and Dissertation Abstracts (1967 to 2017). STUDY SELECTION Studies had 1 of 2 observational measures of parenting behavior (i.e., sensitive responsiveness or warmth) and a measure of child language. DATA EXTRACTION Data from 37 studies were extracted by independent coders. Estimates were examined by using random-effects meta-analysis. RESULTS Two meta-analyses were conducted, which examined (1) the association between sensitive-responsive parenting and child language (k = 36; r = 0.27; 95% confidence interval: 0.21 to 0.33); and (2) the association between parental warmth and child language (k = 13; r = 0.16; 95% confidence interval: 0.09 to 21). The pooled effect size for the association between sensitive responsiveness and child language was statistically higher than that of warmth and child language. The association between sensitive responsiveness and child language was moderated by family socioeconomic status (SES): effect sizes were stronger in low and diverse SES groups compared with middle to upper SES groups. Effect sizes were also stronger in longitudinal versus cross-sectional studies. LIMITATIONS Results are limited to typically developing samples and mother-child dyads. Findings cannot speak to causal processes. CONCLUSIONS Findings support theories describing how sensitive parenting may facilitate language and learning.
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Affiliation(s)
- Sheri Madigan
- Department of Psychology, University of Calgary, Calgary, Canada.,Alberta Children's Hospital Research Institute, Calgary, Canada
| | - Heather Prime
- Offord Centre for Child Studies, McMaster University, Hamilton, Canada
| | - Susan A Graham
- Department of Psychology, University of Calgary, Calgary, Canada.,Alberta Children's Hospital Research Institute, Calgary, Canada
| | - Michelle Rodrigues
- Department of Applied Psychology and Human Development, University of Toronto, Toronto, Canada; and
| | - Nina Anderson
- Department of Psychology, University of Calgary, Calgary, Canada
| | - Jennifer Khoury
- Department of Psychiatry, Harvard Medical School, Harvard University, Boston, Massachusetts
| | - Jennifer M Jenkins
- Department of Applied Psychology and Human Development, University of Toronto, Toronto, Canada; and
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13
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Browne D, Racine N, Madigan S. Challenging the Association Between Screen Time and Cognitive Development-Reply. JAMA Pediatr 2019; 173:891. [PMID: 31355854 DOI: 10.1001/jamapediatrics.2019.2243] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
Affiliation(s)
| | - Nicole Racine
- University of Calgary, Calgary, Alberta, Canada.,Alberta Children's Hospital Research Institute, Calgary, Alberta, Canada
| | - Sheri Madigan
- University of Calgary, Calgary, Alberta, Canada.,Alberta Children's Hospital Research Institute, Calgary, Alberta, Canada
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14
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Pickering JA, Sanders MR. Integrating Parents' Views on Sibling Relationships to Tailor an Evidence-based Parenting Intervention for Sibling Conflict. FAMILY PROCESS 2017; 56:105-125. [PMID: 26333041 DOI: 10.1111/famp.12173] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
Parents play a crucial role in the development of their children's relationships with their siblings. Despite this, relatively few evidence-based parenting programs exist that specifically offer parents the strategies and techniques they desire and require for managing their children's sibling relationships. One way of bridging this gap is to design a tailored parenting intervention for sibling relationships that incorporates the parent voice in various aspects of program design. The current study recruited a convenience sample of 409 Australian parents to complete an online survey relating to their views on difficult sibling behaviors and what, if any, help they desire in dealing with the issue. The majority of respondents were Caucasian, middle- to upper-class mothers. Respondents predominantly attributed the causes of sibling conflict to their child's internal traits, but expressed strong desire for assistance with managing behavioral problems, especially when sibling relationships were marked by physical aggression. Respondents reported high levels of acceptability for positive, rather than punitive, parenting strategies and showed a clear preference for parenting interventions delivered in easy-to-access formats. The findings are interpreted in the context of guiding the development of a tailored parenting intervention for enhancing sibling relationships and reducing conflict.
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Affiliation(s)
- John A Pickering
- Parenting and Family Support Centre, The University of Queensland, Brisbane, Qld, Australia
| | - Matthew R Sanders
- Parenting and Family Support Centre, The University of Queensland, Brisbane, Qld, Australia
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15
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Law J, Rush R, King T, Westrupp E, Reilly S. Early Home Activities and Oral Language Skills in Middle Childhood: A Quantile Analysis. Child Dev 2017; 89:295-309. [DOI: 10.1111/cdev.12727] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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16
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Pauker S, Perlman M, Prime H, Jenkins JM. Differential parenting and children's social understanding. SOCIAL DEVELOPMENT 2016. [DOI: 10.1111/sode.12214] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Affiliation(s)
- Sharon Pauker
- Applied Psychology and Human Development, University of Toronto; Toronto Ontario Canada
| | - Michal Perlman
- Applied Psychology and Human Development, University of Toronto; Toronto Ontario Canada
| | - Heather Prime
- Applied Psychology and Human Development, University of Toronto; Toronto Ontario Canada
| | - Jennifer M. Jenkins
- Applied Psychology and Human Development, University of Toronto; Toronto Ontario Canada
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17
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Prime H, Plamondon A, Pauker S, Perlman M, M. Jenkins J. Sibling cognitive sensitivity as a moderator of the relationship between sibship size and children’s theory of mind: A longitudinal analysis. COGNITIVE DEVELOPMENT 2016. [DOI: 10.1016/j.cogdev.2016.03.005] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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18
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Ben-Itzchak E, Zukerman G, Zachor DA. Having Older Siblings is Associated with Less Severe Social Communication Symptoms in Young Children with Autism Spectrum Disorder. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2016; 44:1613-1620. [DOI: 10.1007/s10802-016-0133-0] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Jenkins JM, McGowan P, Knafo-Noam A. Parent-offspring transaction: Mechanisms and the value of within family designs. Horm Behav 2016; 77:53-61. [PMID: 26143619 DOI: 10.1016/j.yhbeh.2015.06.018] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/01/2015] [Revised: 06/11/2015] [Accepted: 06/26/2015] [Indexed: 11/18/2022]
Abstract
This article is part of a Special Issue "Parental Care". Parenting is best understood as a transactional process between parents and their offspring. Each responds to cues in the other, adapting their own behavior to that of their partner. One of the goals of parenting research in the past twenty years has been to untangle reciprocal processes between parents and children in order to specify what comes from the child (child effects) and what comes from the parent (parent effects). Child effects have been found to relate to genetic, pre and perinatal, family-wide, and child-specific environmental influences. Parent effects relate to stresses in the current context (e.g. financial strain, marital conflict), personality and ethnicity but also to adverse childhood experiences (e.g. parental mental health and substance abuse, poverty, divorce). Rodent models have allowed for the specification of biological mechanisms in parent and child effects, including neurobiological and genomic mechanisms, and of the causal role of environmental experience on outcomes for offspring through random assignment of offspring-mother groupings. One of the methods that have been developed in the human and animal models to differentiate between parent and child effects has been to study multiple offspring in the family. By holding the parent steady, and studying different offspring, we can examine the similarities and differences in how parents parent multiple offspring. Studies have distinguished between family average parenting, child-specific parenting and family-wide dispersion (the within family standard deviation). These different aspects of parenting have been differentially linked to offspring behavioral phenotypes.
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Browne DT, Plamondon A, Prime H, Puente-Duran S, Wade M. Cumulative risk and developmental health: an argument for the importance of a family-wide science. WILEY INTERDISCIPLINARY REVIEWS. COGNITIVE SCIENCE 2015; 6:397-407. [DOI: 10.1002/wcs.1349] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/24/2014] [Revised: 02/27/2015] [Accepted: 03/03/2015] [Indexed: 11/10/2022]
Affiliation(s)
- Dillon T. Browne
- Applied Psychology and Human Development; University of Toronto; Toronto ON Canada
| | - Andre Plamondon
- Département des fondements et pratiques en education; Université Laval; Quebec City QC Canada
| | - Heather Prime
- Applied Psychology and Human Development; University of Toronto; Toronto ON Canada
| | | | - Mark Wade
- Applied Psychology and Human Development; University of Toronto; Toronto ON Canada
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