Using Both the Dimensional and Typological Approaches in Understanding the Relation Between Temperament and Psychopathology: A Twin Study Across Early Development

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Description
Although there is extensive research on temperament and its relation to psychopathology, most studies to date have used a dimensional approach to temperament, assessing one or two temperament traits at a time, which does not account for the interrelatedness between

Although there is extensive research on temperament and its relation to psychopathology, most studies to date have used a dimensional approach to temperament, assessing one or two temperament traits at a time, which does not account for the interrelatedness between temperament dimensions. Recent studies have identified statistical methods that can capture these heterogenous relations that take a more typological approach. The current study used data from a racially/ethnically and socioeconomically diverse sample of twins to investigate whether using these different analytic methods together to capture temperament contribute to the conceptualization of phenotypic and genetic temperamental risk for later cross-reporter factors of anxiety, depression, externalizing, and ADHD. In breaking psychopathology down into its respective components, as measured by multiple reporters, I found that temperamental genetic risk for psychopathology differed depending on the psychopathology factors assessed. In using both dimensional and typological approaches to temperament, I found that high negative emotionality may only act as a risk factor for anxiety and ADHD when children also have low effortful control and high impulsivity. Results also showed an inconsistent role of genetics and the environment that explain the relation between temperament and psychopathology depending on the approach used. Examining typological and dimensional approaches together supported well-known findings and challenged others, highlighting importance of taking multiple approaches in investigating the phenotypic relation between temperament and psychopathology, and its etiology.
Date Created
2024
Agent

Social Curiosity and Prosocial Behavior in Childhood: The Social Uncertainty Paradigm’s Effect on Sharing Behaviors

Description
Children have been known to engage in socially curious behaviors, such as frequently asking questions about other people’s feelings and actions (Friedman et al., 2018). Social curiosity helps children engage in cultural learning and understanding the explicit and implicit rules

Children have been known to engage in socially curious behaviors, such as frequently asking questions about other people’s feelings and actions (Friedman et al., 2018). Social curiosity helps children engage in cultural learning and understanding the explicit and implicit rules of society (Hartung & Renner, 2013). However, little is known about how social curiosity may impact children’s moral development. Seeking out social information may help form connections between children, increasing the extent to which they behave prosocially to others. Additionally, similar constructs to social curiosity (theory of mind and empathy) are linked to prosocial behavior (Imuta et al., 2016; Ding & Lu, 2016). The present study therefore investigates the relationship between social curiosity and prosocial sharing. To test the hypothesis that children who are primed to be socially curious will exhibit increased prosocial sharing, we used the Social Uncertainty Paradigm to elicit social curiosity in children who then completed a sticker sharing task. Our hypothesis was not supported; no significant differences between the sharing behaviors of children primed for social curiosity and those who were not. Additional research is needed to conclude whether social curiosity may be linked to prosocial behavior in a way that this study was not able to determine.
Date Created
2023-12
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The Role of Maternal Language Input and Cultural Orientation in Mexican-American Children’s Spanish-English Language Development

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Description
Young children reared in a dual language environment typically experience and learn a heritage and societal language and culture from their caregivers. Given that culture and language use are strongly intertwined, recent research has begun to explore caregiver cultural orientation

Young children reared in a dual language environment typically experience and learn a heritage and societal language and culture from their caregivers. Given that culture and language use are strongly intertwined, recent research has begun to explore caregiver cultural orientation as a potential influence on children’s dual language development but currently disregards whether cultural orientation influences language development directly and indirectly through caregiver language input. This longitudinal study examines a sample of Mexican-American mothers and their children (N=299) from low-income households to examine 1) how maternal language input at child age 24 months and children’s dual language knowledge at 36 months are associated; and 2) whether maternal language input mediates the link between maternal cultural orientation at child age 9 months and children’s dual language knowledge. Results showed that mothers’ quantitative and qualitative language features were strongly correlated within a language and were positively linked with children’s knowledge in the corresponding language. The path analysis revealed that maternal Anglo cultural orientation indirectly predicted children’s English vocabulary scores mediated by maternal English language input, whereas Spanish language input did not mediate the link between mothers’ Mexican cultural orientation and children’s Spanish knowledge. This study provides novel insights into the cascading effects of infants’ early cultural and language environments on their emerging dual language skills.
Date Created
2023
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Longitudinal Relations between Parental Depression and Children's Language Development

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Description
Parental depression is a risk factor for children’s healthy language development, however, the mechanisms of risk transmission are less understood. The present study aimed to examine aspects of parent-child interactions as mediators of the negative relations between mothers’ and fathers’

Parental depression is a risk factor for children’s healthy language development, however, the mechanisms of risk transmission are less understood. The present study aimed to examine aspects of parent-child interactions as mediators of the negative relations between mothers’ and fathers’ depression and children’s expressive language. Using longitudinal data from families in a large city of the Western United States (N = 497; child Mage = 5.83 months; 47% female), I examined these relations using mothers’ and fathers’ reports of depression, observations of mothers’ and fathers’ parent-child interactions, and observational indices of children’s expressive language in the home. Although results indicated no longitudinal relations between mothers’ or fathers’ depression and children’s expressive language, mothers’ depression was negatively related to mothers’ and fathers’ later parental supportiveness. Moreover, mothers’ acceptance and fathers’ supportiveness were positively related to children’s later expressive language. These findings shed light on family dynamics when mothers’ experience heightened levels of postpartum depression and how specific parent-child interactions support healthy language development.
Date Created
2023
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Resilience in Kids of Deaf and Hearing Adults

Description

Children of Deaf adults exhibit resilience despite being an underserved population. Positive parenting traits and a well-functioning community help these children gain empathy, responsibility, and maturity, as they act as linguistic and cultural intermediaries for their parents (Preston, 1994; Masten

Children of Deaf adults exhibit resilience despite being an underserved population. Positive parenting traits and a well-functioning community help these children gain empathy, responsibility, and maturity, as they act as linguistic and cultural intermediaries for their parents (Preston, 1994; Masten & Barnes, 2018). To study resilience in younger children of Deaf adults, seven families (six hearing families with hearing children and one Deaf family with a hearing child) were evaluated. Children between five-to-seven years were assessed for positive self-evaluation, hopefulness, motivation, and behaviors such as positive affect across five trials of online, unmoderated “Seek and Find” games. Parents completed the Multidimensional Assessment of Parenting Scale (MAPS) (Parent & Forehand, 2017) to assess dyadic interactions with their children before assisting them in the Seek and Find task. Results showed that children of Deaf adults remained high and steady in self-evaluation, motivation, and hopefulness throughout every puzzle trial compared to hearing children. These findings have implications for how children of Deaf adults cope when facing adversity. This “laid-back” nature can reduce anxiety, which is crucial for responding to stressful situations (Carroll, 2013). Further recruitment and investigation are needed to draw more conclusions about such markers of resilience. Carroll, L. (2013). Active Coping. In Gellman, M.D., Turner, J.R. (Ed.), Encyclopedia of Behavioral Medicine. https://doi.org/10.1007/978-1-4419-1005-9_1085 Masten, A.S., & Barnes, A.J. (2018). Resilience in Children: Developmental Perspectives. Children, 5(7), 98. https://doi.org/10.3390/children5070098 Parent, J., & Forehand, R. (2017). The Multidimensional Assessment of Parenting Scale (MAPS): Development and Psychometric Properties. Journal of Child Family Studies, 26, 2136-2151. https://doi.org/10.1007/s10826-017-0741-5 Preston, P. (1994). Mother father deaf: Living Between Sound and Silence [Doctoral dissertation, University of California-Berkeley]. https://escholarship.org/uc/item/58t007f5

Date Created
2023-05
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Promoting curiosity during free play: Relations between parent-child interactions and infants’ novelty exploration

Description

Environmental factors, including parents, play an important role in promoting children’s curiosity. Though curiosity is rooted in infancy, little is known about how parent-child interactions affect infants’ curiosity. The current study investigated the different ways parents promote curiosity through their

Environmental factors, including parents, play an important role in promoting children’s curiosity. Though curiosity is rooted in infancy, little is known about how parent-child interactions affect infants’ curiosity. The current study investigated the different ways parents promote curiosity through their infants’ exploration of a novel toy. We observed parent–child interactions between 39 parent-infant dyads in a semi-structured naturalistic 10-minute free play session. During the last 5 minutes of the session, parents were tasked with introducing a novel toy (i.e. a knotted foam curler) to the session, with no further instructions. Parent exploration-promoting and infant-exploratory behaviors during those 5 minutes were coded using a newly developed coding scheme, “Parental roles in Infant Curiosity through Exploration” (PICE). Findings revealed that when infants explored the novel toy, parents were more likely to observe rather than promote the exploration. However, when parents did promote the novel toy, infants were more likely to explore it if parents used explicit verbal cues. The study's focus on exploration-promoting verbal and nonverbal behaviors enables researchers to identify specific parenting behaviors that may have a significant impact on infant development and in turn, help develop interventions to support parents in fostering their children's curiosity and promoting early learning.

Date Created
2023-05
Agent

Top Versus Bottom Saliency Bias in Object and Scene Perception

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Description
Research has demonstrated observers have a generic bias for top saliency in object identification, such that random shapes appear more similar to ones that share the same tops versus same bottoms (Chambers et al., 1999). These findings are consistent with

Research has demonstrated observers have a generic bias for top saliency in object identification, such that random shapes appear more similar to ones that share the same tops versus same bottoms (Chambers et al., 1999). These findings are consistent with the idea that in nature, the tops of most important objects and living things tend to be the most informative locations with respect to intentionality and functionality, leading observers to favor attending to top. Yet, such a bias also may imply a generic downward vantage bias, suggesting that unlike natural objects, the more informative aspects of scenes tend to lie below their horizon midpoints. In two experiments, saliency bias was investigated for objects and scenes with both information-balanced and naturalistic stimuli. Experiment 1 replicates and extends the study of the top-saliency effect for information-balanced objects. Here 91 participants made 80 similarity judgments between an information-balanced object and two comparison objects that contain either the same top or the same bottom. Participants also made 80 similarity judgments of information-balanced scenes in which the coordinates of the vertices of the random shapes were replaced with little objects to create a scene. Experiment 2 extends Chambers et al. (1999) by examining top-saliency bias in naturalistic object perception when 91 participants made similarity judgments between a photographed test object and two comparison objects which contain either the same top or the same bottom. Experiment 2 also tests the idea of a downward vantage bias by predicting that naturalistic scenes will be judged more similar when the portions that lie below the horizon are identical versus when the portions above are the same. Results of the two experiments confirm that observers tend to assume a downward vantage when viewing pictures of objects and objects within scenes, which supports that saliency varies as a function of the informative aspect of the visually attended component.
Date Created
2021
Agent

Full Attention Location Biases in Image Processing in Young Children

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Description
Recent research has demonstrated that adults have a bias to attend to the tops of objects and the bottom of scenes when analyzing visual stimuli. However, no research has examined the presence of this bias in children. Children should be

Recent research has demonstrated that adults have a bias to attend to the tops of objects and the bottom of scenes when analyzing visual stimuli. However, no research has examined the presence of this bias in children. Children should be studied to glean information on the origins and purposes of this bias. The current study tested two general hypotheses: (i) children exhibit visual biases for the tops of objects and bottoms of scenes, and (ii) the magnitudes of children's biases do not differ from adults. To test these, participants were shown triptychs (trios of pictures) of either scenes or objects. The trials included (52) natural scene triptychs, and (48) natural object triptychs. The middle picture was an original and the left and right showcased either the top or bottom half of the original combined with the corresponding bottom or top half of a similar but different picture. Participants (N = 50, Ages 4-7) were asked whether the middle image matched the left or the right more strongly. The outcomes of this project confirmed our first hypothesis that children exhibit visual biases and our second hypothesis that they are the same magnitude as adults’. These findings can be used to bolster educational environments and possibly develop treatment programs.
Date Created
2022-05
Agent

Cross-Cultural Differences in Child Persistence When Adults Take Over

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Description

The purpose of this paper is to examine cross-cultural differences between the United States and Turkey by coding multiple dimensions, such as parental intrusiveness, child persistence, and various others. The main research questions of this paper were as follows: (1)

The purpose of this paper is to examine cross-cultural differences between the United States and Turkey by coding multiple dimensions, such as parental intrusiveness, child persistence, and various others. The main research questions of this paper were as follows: (1) How does parental intrusiveness vary by country? (2) How does child persistence vary by country? and (3) Are parental intrusiveness and child persistence correlated, and if so, what is the direction of the correlation? The hypotheses were that (1) Turkish parents would score higher on parental intrusiveness, (2) American children would show higher levels of persistence, and (3) Parental intrusiveness and child persistence are correlated, with higher levels of parental intrusiveness resulting in lower levels of child persistence. While all of the hypotheses were supported with statistically significant results, it was found that in the U.S., higher parental intrusiveness does result in lower levels of child persistence, but in Turkey, parental intrusiveness was not a predictor of child persistence. The findings are therefore able to support cross-cultural differences in the correlation between parental intrusiveness and child persistence.

Date Created
2022-05
Agent

Adjunctive Behavior & Its Relation to Curiosity and Creativity: A Novel Study

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Description

This novel study on children investigates separate constructs of child development: adjunctive behavior, curiosity, and creativity. The hypotheses were that there would be 1) a positive correlation between overall levels of adjunctive behavior and curiosity; (2) a positive correlation between

This novel study on children investigates separate constructs of child development: adjunctive behavior, curiosity, and creativity. The hypotheses were that there would be 1) a positive correlation between overall levels of adjunctive behavior and curiosity; (2) a positive correlation between appropriate adjunctive behavior, creativity, and curiosity; and (3) a negative correlation between inappropriate adjunctive behavior, creativity, and curiosity. The study took place over two visits via Zoom, split into two testing sessions. Eighteen children, ages 3.5-6.5, with ranging demographics (race, bilingualism, and exposure to another language) participated in the study. The children played an online aquarium game in the first session (50-85 minutes). They explored five different fish tanks to search for sea creatures. In the second visit (65-100 minutes), children completed thinking and drawing tasks, the Peabody Picture Vocabulary Test, and the Lifespan Self-Esteem Scale. Caregivers received a $10 online gift card for their child’s participation. The data showed no significant correlations but trends between adjunctive behavior, curiosity, and creativity. The study lacked a greater sample size, which may have caused lower correlations. For future studies, adjunctive behavior could be studied within the school setting and focus on how children can use their adjunctive behavior to maintain their creativity and curiosity.

Date Created
2022-05
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