Association between the Mother's Social Cognition and the Child's Social Functioning in Kindergarten: The Mediating Role of the Child's Social Cognition

Theory of Mind as an endophenotype for schizophrenia spectrum disorder: Study in first episode of psychosis patients and first-degree relatives

BACKGROUND

Deficits in Theory of Mind (ToM) had been suggested as a possible endophenotype for unaffected relatives of first episode of psychosis (FEP) patients. There are a limited number of studies which have evaluated ToM deficits among the siblings and parents of FEP patients.

AIM

This study aimed to explore ToM deficits and its correlates among FEP patients, their siblings, parents, and controls.

METHODOLOGY

FEP patients (N=102), their parents (N=135), siblings (N=97), and controls (N=167) were evaluated on ToM performance with the Reading the Mind in the Eyes Test (Eyes Test). Interview for sociodemographic variables of age, sex, years of education, and IQ estimation and neurocognitive tests were administered to all groups.

RESULTS

FEP patients had a significantly lower performance on the Eyes Test compared to their siblings and controls. However, no significant differences were found between siblings and parents or siblings and controls.

CONCLUSION

Attending our results, we found no evidence for ToM deficits as an endophenotype of SSDs. Furthermore, ToM accuracy may be mediated by interaction with other cognitive domains and play a protective role against psychosis in unaffected siblings.

The Relationships Among Maternal Meta-emotion Philosophy, Maternal Video-Mediated Cognitions, and Adolescent Behavior Adjustment in Taiwan

This study examines the relationships among maternal meta-emotion philosophy, maternal video-mediated cognitions, and adolescent behavior adjustment. We adopt video-mediated recall methods to obtain mothers' perceptions of their interaction with their children. In total, 121 pairs of mothers (age, M = 42.55) and their adolescent children (age, M = 12.34) were videotaped for 10 min while discussing daily issues. The mothers reviewed the tape (30 episodes) and rated their own behaviors and the counterparts' behaviors on 8 cognitive or affective dimensions. The mothers also completed a parental meta-emotion philosophy inventory, and the adolescents completed the Youth Self-Report. The results indicate that maternal emotional dysfunction has a positive effect on adolescents' externalizing problem behaviors through mothers' perceptions of conflictual interaction. These findings highlight the importance of considering maternal meta-emotion philosophy in the mother-adolescent interaction process and understanding adolescent problem behaviors.

Adolescent stress impairs postpartum social behavior via anterior insula-prelimbic pathway in mice

Adolescent stress can be a risk factor for abnormal social behavior in the postpartum period, which critically affects an individual social functioning. Nonetheless, the underlying mechanisms remain unclear. Using a mouse model with optogenetics and in vivo calcium imaging, we found that adolescent psychosocial stress, combined with pregnancy and delivery, caused hypofunction of the glutamatergic pathway from the anterior insula to prelimbic cortex (AI-PrL pathway), which altered PrL neuronal activity, and in turn led to abnormal social behavior. Specifically, the AI-PrL pathway played a crucial role during recognizing the novelty of other mice by modulating "stable neurons" in PrL, which were constantly activated or inhibited by novel mice. We also observed that glucocorticoid receptor signaling in the AI-PrL pathway had a causal role in stress-induced postpartum changes. Our findings provide functional insights into a cortico-cortical pathway underlying adolescent stress-induced postpartum social behavioral deficits.

Adolescent stress impairs postpartum social behavior via anterior insula-prelimbic pathway

Adolescent stress can be a risk factor for abnormal social behavior in the postpartum period, which critically affects the safety of mothers and children. Nonetheless, the underlying mechanisms remain unclear. Using a newly established mouse model with optogenetics and in vivo calcium imaging, we found that adolescent psychosocial stress, combined with pregnancy and delivery, caused hypofunction of the glutamatergic pathway from the anterior insula to prelimbic cortex (AI-PrL pathway), which altered PrL neuronal activity, and in turn led to abnormal social behavior. Specifically, the AI-PrL pathway played a crucial role during recognizing the novelty of other mice by modulating ″stable neurons″ in PrL, which were constantly activated or inhibited by novel mice. We also observed that glucocorticoid receptor signaling in the AI-PrL pathway had a causal role in stress-induced postpartum changes. Our findings provide novel and functional insights into a cortico-cortical pathway underlying adolescent stress-induced postpartum social behavioral deficits.

Mother-Child Social Cognition Among Multicultural Families in South Korea

Objective

Despite the rapidly growing number of multicultural families in South Korea, factors influencing parenting and mother-child interactions have not been well-understood. To our knowledge, the present study is the first to have examined how maternal social-cognitive capacity is associated with children's social cognition (e.g., theory of mind and emotion recognition) among multicultural families dwelling in South Korea.

Methods

Forty-seven multicultural mother-child dyads were recruited. The comprehensive measures on social cognition were administered to both the mothers and children, and social functioning and emotion regulation were administered to the children.

Results

A series of hierarchical regressions indicated that mothers' social cognition significantly explained children's ability to recognize static and dynamic emotional expressions, accounting for 27 and 34% of the variance, respectively. Furthermore, mothers' social cognition was significantly correlated to children's social functioning and emotion regulation. However, mothers' social cognition and children's theory of mind were non-significantly related.

Discussion

The current study examined the effects of social cognition of immigrant mothers on their children's socio-emotional development. As the findings indicated an important role of maternal factors (i.e., social cognition) for children's social cognition and their functions, psycho-social approaches (e.g., social cognition parenting education and training) should be incorporated in services for multicultural families.

Does maternal inhibitory control mediate effects of a parenting intervention on maternal sensitive discipline? Evidence from a randomized-controlled trial

The quality of parenting greatly impacts child development, highlighting the importance of support programs that effectively improve parenting. Studies on successful intervention programs define their efficacy by gains in parenting and/or child development. However, much remains unknown about the internal processes that explain how parenting interventions bring about their effects. The aims of the current randomized-controlled study were to test whether the Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD) improved maternal inhibitory control (1) and whether inhibitory control mediated any effects of VIPP-SD on maternal sensitive discipline (2). In total, 66 mothers of whom a random 33% received the VIPP-SD and the others a "dummy" intervention participated in pre- and post-intervention assessments. Sensitive discipline was observed during a semi-structured limit-setting situation and inhibitory control was measured using a stop-signal task. Contrary to expectations, inhibitory control improved over time in the control group and sensitive discipline did not show the expected increase in the intervention group. Results did not support mediation. We suggest that the intervention may have induced cognitive restructuring of parenting schemas, delaying improvements in post-intervention inhibitory control and sensitive discipline. Factors that may be involved in parents' susceptibility to interventions require attention in future work.

The emotional tone of child descriptions during pregnancy is associated with later parenting

INTRODUCTION

How parents think and feel about their young children has implications for the parent-child relationship. We examined prospective associations between prenatal descriptions of the unborn child's personality and later parenting behavior.

METHODS

Pregnant women (N = 120; mean age = 26.16, SD = 5.71) were recruited in their third trimester for a longitudinal study. The sample is demographically diverse and predominantly economically disadvantaged. During prenatal interviews, women described their unborn child's personality, from which positive and negative emotion words were coded. Parenting behavior was coded 12 months postpartum (n = 105 for longitudinal analyses).

RESULTS

Use of positive and negative words was negatively correlated (r = -.34, p < .001). Greater use of positive words to describe the unborn child's personality was associated with higher observed sensitivity, warmth, and engagement during mother-infant interactions, whereas negative words were associated with higher interference and lower levels of sensitivity. Mothers who used anxiety- and/or anger-related words to describe their unborn child, relative to mothers who did not, demonstrated higher interference and lower warmth and sensitivity.

CONCLUSION

Descriptions of a child's personality before the child is born were associated with postnatal parenting behavior. Prenatal interventions that address negative thoughts and feelings regarding the child may be beneficial for promoting positive parenting postnatally.

What Dominates the Female Class Identification? Evidence From China

In advocating gender equality today, we should not only pay attention to women's social status but also call for the women's psychological identification of class equality. What dominates female class identification? To answer this question, based on the data of the Chinese General Social Survey (CGSS) in 2015, this study constructs a female class identity framework from five aspects: the mother's intergenerational influence, female personal characteristics, lifestyle, gender consciousness, and spouse status. In this study, the ordered logit model is used to empirically analyze the impact of various factors on female class identification, and the results show the following: (1) gender consciousness has a significant impact on female class identification. (2) Lifestyle has a significant impact on the situation of having a spouse. (3) Spouse status has a significant positive effect on female class identification. But (4) the mother's intergenerational influence has no effect on female class identification. Therefore, this paper suggests that we should improve laws and regulations to protect women's normal rights, encourage women to establish an independent and self-improvement character, and enhance the class consciousness of women, especially rural women, in order to achieve the overall improvement of female class and psychological identification.

Parenting practices, aggressive response evaluation and decision, and social difficulties in kindergarten children: The role of fathers

The association between fathers' parenting characteristics and their preschool children's social information processing (SIP) patterns is an understudied research topic. Hence, the current study aims to bridge this gap by examining whether there are differences between mothers' and fathers' parenting characteristics and their children's SIP patterns as well as their social functioning in school, with a specific focus on children's aggressive response evaluation and decision (RED) and social difficulties in kindergarten. Using a multimethod (self-reports and direct assessments) multi-informant (mother, father, child, and teacher) design, we collected data from 115 kindergarten children, their mothers, and their fathers, tapping the parents' perceptions of the relationships with the child and parenting style; the child's aggressively biased RED, and the child's social difficulties in kindergarten. We found that fathers' parenting capacities are associated with children's aggressively biased RED, whereas no such associations were found for mothers. In addition, aggressively biased RED mediated the association between fathers' authoritative parenting style and the child's maladaptive behavior in kindergarten. There were no differences between fathers and mothers in relation to social difficulties in kindergarten, with both parents' authoritative parenting style associated with less social difficulties. However, sex moderated this association in mothers as their authoritative style was associated with social difficulties in boys but not in girls. This difference was not found in fathers. On the other hand, fathers' authoritarian parenting style was associated with aggressive RED in boys but not in girls. The tentative nature of these findings and the need for replications are discussed.

Preschool Children's Social Information Processing Mediates the Link between the Quality of the Parent-Child Relationship and the Child's Learning Difficulties

(1) Background: This study aims to explore children's social information processing (SIP) as an explanatory mechanism in the link between parent-child relationship and children's learning difficulties in kindergarten; (2) Methods: The sample included 115 kindergarteners (62 girls; 53 boys; Mage = 68.5 months, SD = 6.04), their parents and the school teacher. Parents reported on relationship quality with the child and teachers reported on children's learning difficulties and school achievements. Children's SIP was assessed with the social information processing interview-preschool version (3) Results: Mother and father relationship quality with the child associated with children's SIP; however, only the father's but not the mother's quality of relationship with the child was associated with children's learning difficulties and school achievements. Children's SIP mediated this latter link; (4) Conclusions: Parents' relationship quality with the child and children's SIP are pertinent factors in children's learning in the early years. The father-child relationship seems to be a strong determinant of a child's approach to learning and achievement and may have long lasting effects on children's mental health.