Child Development

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Fathers and Mothers at Play With Their 2‐ and 3‐Year‐Olds: Contributions to Language and Cognitive Development
Child Development - Tập 75 Số 6 - Trang 1806-1820 - 2004
Catherine S. Tamis‐LeMonda, Jacqueline D. Shannon, Natasha Cabrera, Michael E. Lamb
Father–child and mother–child engagements were examined longitudinally in relation to children's language and cognitive development at 24 and 36 months. The study involved a racially/ethnically diverse sample of low‐income, resident fathers (and their partners) from the National Early Head Start evaluation study (n=290). Father–child and mother–child engagements were videotaped for 10 min at home during semistructured free play, and children's language and cognitive status were assessed at both ages. Fathers' and mothers' supportive parenting independently predicted children's outcomes after covarying significant demographic factors. Moreover, fathers' education and income were uniquely associated with child measures, and fathers' education consistently predicted the quality of mother–child engagements. Findings suggest direct and indirect effects of fathering on child development.
The Contribution of Neighborhood and Family Income to Developmental Test Scores over the First Three Years of Life
Child Development - Tập 69 Số 5 - Trang 1420 - 1998
Pamela Kato Klebanov, Jeanne Brooks‐Gunn, Cecelia McCarton, Marie C. McCormick
Children's Reports of Parental Behavior: An Inventory
Child Development - Tập 36 Số 2 - Trang 413 - 1965
Earl S. Schaefer
Mobility as a Mediator of the Effects of Child Maltreatment on Academic Performance
Child Development - Tập 66 Số 4 - Trang 1130 - 1995
John Eckenrode, Elizabeth Rowe, Molly Laird, Jacqueline Brathwaite
Genetic Influences on Learning Disabilities and Speech and Language Disorders
Child Development - Tập 54 Số 2 - Trang 369 - 1983
Bruce F. Pennington, Shelley D. Smith
Preschoolers Are Sensitive to the Speaker’s Knowledge When Learning Proper Names
Child Development - Tập 73 Số 2 - Trang 434-444 - 2002
Susan Birch, Paul Bloom
Unobservable properties that are specific to individuals, such as their proper names, can only be known by people who are familiar with those individuals. Do young children utilize this “familiarity principle” when learning language? Experiment 1 tested whether forty‐eight 2‐ to 4‐year‐old children were able to determine the referent of a proper name such as “Jessie” based on the knowledge that the speaker was familiar with one individual but unfamiliar with the other. Even 2‐year‐olds successfully identified Jessie as the individual with whom the speaker was familiar. Experiment 2 examined whether children appreciate this principle at a general level, as do adults, or whether this knowledge may be specific to certain word‐learning situations. To test this, forty‐eight 3‐ to 5‐year‐old children were given the converse of the task in Experiment 1—they were asked to determine the individual with whom the speaker was familiar based on the speaker’s knowledge of an individual’s proper name. Only 5‐year‐olds reliably succeeded at this task, suggesting that a general understanding of the familiarity principle is a relatively late developmental accomplishment.
Reading Minds: The Relation Between Children’s Mental State Knowledge and Their Metaknowledge About Reading
Child Development - Tập 81 Số 6 - Trang 1876-1893 - 2010
Serena Lecce, Silvia Zocchi, Adriano Pagnin, Paola Palladino, Mele Taumoepeau
The relation between children’s mental state knowledge and metaknowledge about reading was examined in 2 studies. In Study 1, 196 children (mean age = 9 years) were tested for verbal ability (VA), metaknowledge about reading, and mental state words in a story task. In Study 2, the results of Study 1 were extended by using a cross‐lagged design and by investigating older children (N =71, mean ages = 10 years at Time 1 and 11 years at Time 2) for mental state knowledge, metaknowledge about reading, and VA. Results showed a significant relation between early cognitive (but not emotion) mental state knowledge and later metaknowledge about reading, controlling for VA. Results suggest close links between different aspects of children’s knowledge about the mind.
Silent Films and Strange Stories: Theory of Mind, Gender, and Social Experiences in Middle Childhood
Child Development - Tập 84 Số 3 - Trang 989-1003 - 2013
Rory T. Devine, Claire Hughes
In this study of two hundred and thirty 8‐ to 13‐year‐olds, a new “Silent Films” task is introduced, designed to address the dearth of research on theory of mind in older children by providing a film‐based analogue of F. G. E. Happé's (1994) Strange Stories task. Confirmatory factor analysis showed that all items from both tasks loaded onto a single theory‐of‐mind latent factor. With effects of verbal ability and family affluence controlled, theory‐of‐mind latent factor scores increased significantly with age, indicating that mentalizing skills continue to develop through middle childhood. Girls outperformed boys on the theory‐of‐mind latent factor, and the correlates of individual differences in theory of mind were gender specific: Low scores were related to loneliness in girls and to peer rejection in boys.
Revisiting the Strange Stories: Revealing Mentalizing Impairments in Autism
Child Development - Tập 80 Số 4 - Trang 1097-1117 - 2009
Sarah White, Elisabeth L. Hill, Francesca Happé, Uta Frith
A test of advanced theory of mind (ToM), first introduced by F. Happé (1994), was adapted for children (mental, human, animal, and nature stories plus unlinked sentences). These materials were closely matched for difficulty and were presented to forty‐five 7‐ to 12‐year‐olds with autism and 27 control children. Children with autism who showed ToM impairment on independent tests performed significantly more poorly than controls solely on the mental, human, and animal stories with greatest impairment on the former and least on the latter. Thus, a mentalizing deficit may affect understanding of biologic agents even when this does not explicitly require understanding others’ mental states.
Theory of Mind, Emotion Understanding, Language, and Family Background: Individual Differences and Interrelations
Child Development - Tập 70 Số 4 - Trang 853-865 - 1999
Alexandra L. Cutting, Judy Dunn
Individual differences in young children's social cognition were examined in 128 urban preschoolers from a wide range of backgrounds. Comprehensive assessments were made of children's false‐belief understanding, emotion understanding, language abilities, and family background information was collected via parent interview. Individual differences in children's understanding of false‐belief and emotion were associated with differences in language ability and with certain aspects of family background, in particular, parental occupational class and mothers' education. The number of siblings that children had did not relate to their social cognition. Individual differences in false‐belief and emotion understanding were correlated, but these domains did not contribute to each other independently of age, language ability, and family background. In fact, variance in family background only contributed uniquely to false‐belief understanding. The results suggest that family background has a significant impact on the development of theory of mind. The findings also suggest that understanding of false‐belief and understanding of emotion may be distinct aspects of social cognition in young children.
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