Showing papers by "Marc H. Bornstein published in 2002"

Being and becoming a parent

Abstract: Contents: Part I: The Parent. K.E. Barnard, J.E. Solchany, Mothering. R.D. Parke, Fathers and Families. J. McHale, I. Khazan, P. Erera, T. Rotman, W. DeCourcey, M. McConnell, Coparenting in Diverse Family Systems. M. Weinraub, D.L. Horuath, M.B. Gringlas, Single Parenthood. P.K. Smith, L.M. Drew, Grandparenthood. M.R. Moore, J. Brooks-Gunn, Adolescent Parenthood. K.A. Clark-Stewart, V.D. Allhusen, Nonparental Caregiving. P. Zukow-Goldring, Sibling Caregiving. E.M. Hetherington, M. Stanley-Hagan, Parenting in Divorced and Remarried Families. C.J. Patterson, Lesbian and Gay Parenthood. S. Golombok, Parenting and Contemporary Reproductive Technologies. Part II: Becoming and Being a Parent. C.M. Heinicke, The Transition to Parenting. J. Demick, Stages of Parental Development. J. Belsky, N. Barends, Personality and Parenting. J.J. Goodnow, Parents' Knowledge and Expectations: Using What We Know. A.C. Crouter, M.R. Head, Parental Monitoring and Knowledge of Children. I.E. Sigel, A.V. McGillicuddy-De Lisi, Parental Beliefs Are Cognitions: The Dynamic Belief Systems Model. D.B. Bugental, K. Happaney, Parental Attributions. G.W. Holden, M.J. Buck, Parental Attitudes Toward Childrearing. B.J. Cohler, S. Paul, Psychoanalysis and Parenthood.

Maternal responsiveness and early language acquisition.

Abstract: Publisher Summary This chapter discusses concurrent and predictive associations between the amount of verbal information mothers provide to their children and children's receptive and productive lexical development. It demonstrates the special relevance of mothers' responsive verbal interactions for their children's language gains. The lagged effects of maternal responsiveness for language acquisition by modeling the developmental onset of key language milestones are explored. A content analysis is included, in which maternal responses to the children are characterized in terms of their targets, which behaviors of children mothers respond to, as well as their contents, how mothers respond. To illustrate the effects of responsiveness more concretely, it focuses on the language acquisition of two children who experienced extremes of maternal responsiveness and augment these analyses by presenting their language diaries: one with a relatively unresponsive mother and one with a highly responsive mother. This microgenetic portrayal captures the essence of quantitative findings by characterizing individual trends that reflect those of the group. The chapter concludes by providing the relevance of verbal responsiveness for children's language acquisition in light of current theories on the social context of language development. It highlights the ways in which maternal responsiveness supports the limited, if still impressive, perceptual, cognitive, and social abilities that children bring to the task of learning language, and speculates on why and how different forms of maternal verbal responsiveness become essential as children first master language.

Social conditions and applied parenting

Abstract: Contents: Part I: Social Conditions of Parenting. C.G. Coll, L.M. Pachter, Ethnic and Minority Parenting. R. Harwood, B. Leyendecker, V. Carlson, M. Ascencio, A. Miller, Parenting Among Latino Families in the U.S. H.P. McAdoo, African American Parenting. R. Chao, V. Tseng, Parenting of Asians. K.A. Magnuson, G.J. Duncan, Parents in Poverty. M. Cochran, S. Niego, Parenting and Social Networks. Part II: Applied Issues in Parenting. D.M. Teti, M.A. Candelaria, Parenting Competence. M. Rutter, Maternal Deprivation. J.H. Grych, Marital Relationships and Parenting. B.J. Wilson, J.M. Gottman, Marital Conflict, Repair, and Parenting. K.P. Meadow-Orlans, Parenting With a Sensory or Physical Disability. C. Zahn-Waxler, S. Duggal, R. Gruber, Parental Psychopathology. L.C. Mayes, S.D. Truman, Substance Abuse and Parenting. S.T. Azar, Parenting and Child Maltreatment. C. Smith, R. Perou, C. Lesesne, Parent Education.

What does fetal movement predict about behavior during the first two years of life

Abstract: This study evaluated whether motor activity prior to birth is predictive of motor behavior and temperament in neonates, infants, and toddlers. Three measures of fetal motor activity (activity level, amplitude, and number of movements) were collected at 24, 30, and 36 weeks of gestation in 52 healthy fetuses using Doppler-based actography. Postnatal data collection included a neurobehavioral assessment at 2-weeks postpartum (n = 41), and laboratory-based behavioral observations at 1 and 2 years of age (ns = 35). Individual stability in motor activity was present during gestation. Predictive relations between fetal movement and neonatal behavior were inconsistent; significant but small positive associations were detected between motor behavior at 36 weeks and neonatal irritability and motor development. Fetal activity level at 36 weeks was positively associated with observed 1-year activity level for boys (but inversely related for girls) and maternal report of activity level at 2 years. Fetal movement was consistently and negatively predictive of distress to limitations at 1 year and behavioral inhibition at 2 years, accounting for 21 to 43% of the variance in these measures. Intrafetal variability in motor behavior makes this a relatively unstable metric for prediction to neonatal maturational outcomes, which are relatively constrained, but fetal motor activity appears to predict temperament attributes related to regulatory behaviors in early childhood.

Practical issues in parenting

Abstract: Contents: Part I: Practical Parenting. D. Baumrind, R.A. Thompson, The Ethics of Parenting. E.M. Cummings, J.S. Cummings, Parenting and Attachment. G.R. Patterson, P.A. Fisher, Recent Developments in Our Understanding of Parenting Bidirectional Effects, Causal Models, and the Search for Parsimony. W.S. Grolnick, M. Farkas, Parenting and the Development of Children's Self-Regulation. N. Eisenberg, C. Valiente, Parenting and Children's Prosocial and Moral Development. J.E. Grusec, Parental Socialization and Children's Acquisition of Values. W.M. Williams, R.J. Sternberg, How Parents Can Maximize Children's Cognitive Abilities. D.H. Feldman, J. Piirto, Parenting Talented Children. C.S. Tamis-LeMonda, I.C. Uzgiris, M.H. Bornstein, Play in Parent-Child Interactions. K. Crnic, C. Low, Everyday Stresses and Parenting. G.W. Ladd, G.S. Pettit, Parenting and the Development of Children's Peer Relationships. B.J. Tinsley, C.N. Markey, A.J. Ericksen, A. Kwasman, R.V. Ortiz, Health Promotion for Parents. B.G. Melamed, Parenting the Ill Child. Part II: Parents and Social Institutions. A. Dorr, B.E. Rabin, S. Irlen, Parenting in a Multimedia Society. A.S. Honig, Choosing Childcare for Young Children. J.L. Epstein, M.G. Sanders, Family, School, and Community Partnerships. G.B. Hickson, E.W. Clayton, Parents and Their Children's Doctors. P.M. Pagliocca, G.B. Melton, P.M. Lyons, Jr., V. Weisz, Parenting and the Law. J. Garbarino, J.A. Vorrasi, K. Kostelny, Parenting and Public Policy.

Toward a Multiculture, Multiage, Multimethod Science

Abstract: Historically, developmental investigators have tended to assess phenomena of interest in one way at one age in one culture. In this essay, I explore some rationales and advantages for a multiculture, multiage, multimethod science.

Variability and its sources in infant categorization

Abstract: Variability of infants’ categorization performance and potential sources of this variability were investigated. Using data from 13 categorization studies employing a habituation-of-looking paradigm with infants 3, 5, 6, and 9 months of age, a method for establishing a categorization criterion was developed and then used to classify individual infants as “categorizers” for particular tasks. Logistic regression analyses were then used to identify demographic and information-processing variables that predicted “categorizer” classification. Variables that increased the odds of being classified as a categorizer were gender, number of habituation trials, and duration of peak look during habituation; total looking time during habituation decreased the odds of categorizer classification. These findings are discussed in the context of individual differences in information processing.

Naturalistic language sampling in typically developing children

Abstract: This study compared naturalistic samples of three features of language in 30 two-year-olds – total utterances, word roots, and MLU – in the home in three contrasting situations: the child observed playing by her/himself with mother near by, the child and mother observed in direct play interaction, and the child and mother unobserved at a time the mother judged would provide a sample of the child's ‘optimal’ language. Children produced more utterances and word roots and expressed themselves in longer MLU when in interaction than when playing ‘alone’, but children's utterances, word roots, and MLU were greatest in the ‘optimal’ language production situation. Girls used more word roots and spoke in longer MLU (especially in the ‘optimal’ language situation) than boys. Despite mean level differences, children maintained their rank orders across the three situations in use of word roots and in MLU. These findings have implications for understanding children's language and the representativeness of sampling child language.

Mother-Child Play in Italy: Regional Variation, Individual Stability, and Mutual Dyadic Influence

Abstract: Objective. This longitudinal study assessed similarities and differences in exploratory, symbolic, and social play in mother-child dyads in the south and north of Italy. Design. Altogether, 89 mothers and their children were observed and recorded at home when children were 13 and 20 months of age. From videotapes, exploratory, symbolic, and social play were coded and analyzed. Results. Children did not differ in their play with mothers across region and play type, but they played less in exploratory and more in symbolic modes as they grew. At 13 months, mothers in the south did not differ from mothers in the north in engaging in exploratory or symbolic play with their children; at 20 months, mothers in the south engaged in more demonstrations of exploratory and mothers in the north more demonstrations of symbolic play. Mothers in the south and north engaged in equivalent social play at the two ages, but northern mothers verbally praised their children more at the two ages. Child play was not stable, and m...

Prenatal Cardiac Function and Postnatal Cognitive Development: An Exploratory Study

Abstract: Fetal cardiac function was measured at 24, 30, and 36 weeks gestation and quantified in terms of heart rate, variability, and episodic accelerations. Children's representational capacity was evaluated at 27 months in terms of language and play. Thirty- and 36-wcek-old fetuses that displayed greater heart-rate variability and more episodic accelerations, and fetuses that exhibited a more precipitous increase in heart-rate variability and acceleration over gestation achieved higher levels of language competence. Thirty-six-week-old fetuses with higher heart-rate variability and accelerations, and steeper growth trajectories over gestation, achieved higher levels of symbolic play. Cardiac patterning during gestation may reflect an underlying neural substrate that persists through early childhood: Individual variation in rate of development could be stable, or efficient cardiac function could positively influence the underlying neural substrate to enhance cognitive performance.

Measurement variability in infant and maternal behavioral assessment

Abstract: Evaluations of methodological assessments sometimes show similar, sometimes different patterns of findings reflective of different approaches to the same problem. In this study, frequencies of behaviors of infants and mothers in two cultures based on continuous coding were compared with frequencies based on time-sampling, and resulting patterns of findings were evaluated. Time-sampling and continuous coding give different estimates of absolute frequency of typical infant and maternal behaviors between individuals and between cultural groups. However, time-sampling adequately preserves the relative ranking of infant and mother behaviors among individuals and between cultural groups. If research is concerned with the relative standing of individuals and/or groups on frequency of infant or maternal behavior, then (under specified circumstances) time-sampling and continuous coding yield comparable results.