Showing papers by "Marc H. Bornstein published in 2003"

Socioeconomic Status, Parenting, and Child Development

Abstract: Contents: M.H. Bornstein, Series Foreword. Socioeconomic Status, Parenting, and Child Development: An Introduction. Part I:SES: Measurement and Ecology. M.E. Ensminger, K. Fothergill, A Decade of Measuring SES: What It Tells Us and Where We Go From Here. M.H. Bornstein, C-S. Hahn, J.T.D. Suwalsky, O.M. Haynes, Socioeconomic Status, Parenting, and Child Development: The Hollingshead Four-Factor Index of Social Status and the Socioeconomic Index of Occupations. G.J. Duncan, K.A. Magnuson, Off With Hollingshead: Socioeconomic Resources, Parenting, and Child Development. A.J. Fuligni, H. Yoshikawa, Socioeconomic Resources, Parenting, Poverty, and Child Development Among Immigrant Families. L.W. Hoffman, Methodological Issues in Studies of SES, Parenting, and Child Development. Part II:SES: Parenting and Child Development. E. Hoff, Causes and Consequences of SES-Related Differences in Parent-to-Child Speech. R.H. Bradley, R.F. Corwyn, Age and Ethnic Variations in Family Process Mediators of SES. A.W. Gottfried, A.E. Gottfried, K. Bathurst, D.W. Guerin, M.M. Parramore, Socioeconomic Status in Children's Development and Family Environment: Infancy Through Adolescence. T. Leventhal, J. Brooks-Dunn, Moving on Up: Neighborhood Effects on Children and Families. R.M. Lerner, What Are SES Effects Effects of?: A Developmental Systems Perspective.

Well-Being: Positive Development across the Life Course.

Abstract: Contents: M.H. Bornstein, Series Prologue. W.H. Foege, Foreword. K.A. Moore, C.L.M. Keyes, A Brief History of Well-Being in Children and Adults. E.L. Pollard, M.L. Rosenberg, The Strength-Based Approach to Child Well-Being: Let's Begin With the End in Mind. J.F. Zaff, D.C. Smith, M.F. Rogers, C.H. Leavitt, T.G. Halle, M.H. Bornstein, Holistic Well-Being and the Developing Child. Part I:Physical Domain. C.H. Leavitt, T.F. Tonniges, M.F. Rogers, Good Nutrition: The Imperative for Positive Development. T.F. Tonniges, C.H. Leavitt, Preventive Health Care in Early Childhood and Throughout the Life Span. J.M. Conner, Physical Activity and Well-Being. D.A. Sleet, J.A. Mercy, Promotion of Safety, Security, and Well-Being. J.M. Conner, J.E. Dewey, Reproductive Health. B.G. Simons-Morton, D.L. Haynie, Growing up Drug Free: A Developmental Challenge. Part II:Social-Emotional Domain. T.G. Halle, Emotional Development and Well-Being. W.G. Graziano, R.M. Tobin, Emotional Regulation From Infancy Through Adolescence. L.J. Bridges, Coping as an Element of Developmental Well-Being. L.J. Bridges, Autonomy as an Element of Developmental Well-Being. L.J. Bridges, Trust, Attachment, and Relatedness. M.J. Cox, K.S.M. Harter, Parent-Child Relationships. B.L. Volling, Sibling Relationships. W.M. Bukowski, Peer Relationships. J.F. Zaff, E.C. Hair, Positive Development of the Self: Self-Concept, Self-Esteem, and Identity. N. Eisenberg, Prosocial Behavior, Empathy, and Sympathy. Part III:Cognitive Domain. R.V. Kail, Information Processing and Memory. N. Wentworth, S.L. Witryol, Curiosity, Exploration, and Novelty-Seeking. K.D. Jennings, L.J. Dietz, Mastery Motivation and Goal Persistence in Young Children. R.S. Siegler, Thinking and Intelligence. D.C. Smith, Problem Solving as an Element of Developmental Well-Being. B. MacWhinney, M.H. Bornstein, Language and Literacy. S.B. Plank, D.J. MacIver, Educational Achievement. D.A. Hart, D.A. Burock, B.E. London, A.M. Miraglia, Moral Development in Childhood. E. Winner, Creativity and Talent. Part IV:Adult Development Domain. J. Eccles, J. Templeton, B. Barber, M. Stone, Adolescence and Emerging Adulthood: The Critical Passage Ways to Adulthood. E.L. Schneider, L. Davidson, Physical Health and Adult Well-Being. D.C. Reitzes, Social and Emotional Engagement in Adulthood. D.M. Isaacowitz, M.E.P. Seligman, Cognitive Styles and Well-Being in Adulthood and Old Age. C.L.M. Keyes, M.B. Waterman, Dimensions of Well-Being and Mental Health in Adulthood. Part V:Overarching Issues and Themes. R.M. Lerner, M.H. Bornstein, D.C. Smith, Child Well-Being: From Elements to Integration. L. Davidson, M.L. Rosenberg, K.A. Moore, Well-Being and the Future: Using Science Based Knowledge to Inform Practice and Policy.

Recognition, discrimination and categorization of smiling by 5‐month‐old infants

Abstract: Perceiving emotions correctly is foundational to the development of interpersonal skills. Five-month-old infants’ abilities to recognize, discriminate and categorize facial expressions of smiling were tested in three coordinated experiments. Infants were habituated to four degrees of smiling modeled by the same or different people; following habituation, infants were presented with a new degree of smile worn by the same and by a new person (Experiment 1), a new degree of smile and a fearful expression worn by the same person (Experiment 2) or a new degree of smile and a fearful expression worn by new people (Experiment 3). Infants showed significant novelty preferences for the new person smiling and for the fearful expressions over the new degree of smiling. These findings indicate that infants at 5 months can categorize the facial expression of smiling in static faces, and yet recognize the same person despite changes in facial expression; this is the youngest age at which these abilities have been demonstrated. The findings are discussed in light of the significance of emotion expression face processing in social interaction and infants’ categorization of faces.

Contributors to Self-Perceived Competence, Satisfaction, Investment, and Role Balance in Maternal Parenting: A Multivariate Ecological Analysis

Abstract: Objective. This study employed an ecological framework to examine the roles of multiple contributors to variations in key maternal perceptions of their own parenting. Design. Maternal socioeconomic status (SES), employment, and parenting support; child gender, language, social competence, and temperament; and maternal intelligence, personality, and parenting knowledge and style were explored in separate predictions of self-perceived competence, satisfaction, investment, and role balance in 234 European American mothers of firstborn, 20-month-old children. Results. Hierarchical regression analyses indicated highly differentiated patterns of unique predictive relations to each domain of self-perceived parenting. Nonetheless, some predictors consistently contributed to individual parenting self-perceptions, most prominently, parenting knowledge and dissonance between actual and ideal maternal and paternal parenting styles. SES, maternal employment, community support, and maternal personality also contributed...

Socioeconomic status in Brazilian psychological research: II.socioeconomic status and parenting knowledge

Abstract: Although studies of parenting cognitions and practices across cultures have increased systematically in the last years, research specifically on parents’ knowledge of childrearing and child development remains very little frequent in non-U.S. settings. In Brazil this issue is still underresearched. This study addressed two main questions: What do Brazilian mothers know about childrearing and child development? How does this knowledge vary with their socioeconomic status and education in particular? A Brazilian version of the Knowledge of Infant Development Inventory (KIDI) was administered to a sample of 64 primiparous mothers, and data about the family’s socioeconomic status were collected. Relations of SES and some of its components to parents’ knowledge about childrearing and child development were then analyzed. The mean total correct score obtained by the Brazilian mothers on the KIDI was lower than the mean score obtained by the American mothers. There were no differences between KIDI scores obtained by mothers of boys and mothers of girls. Mothers’ education was the best predictor of the KIDI. This study gives support to the view that differences in parenting knowledge are ascribable primarily to variation in educational attainment, a principal indicator of SES, and has implications for the development of parental educational programs.

Cultural and Parenting Cognitions in Acculturating Cultures 1. Cultural Comparisons and Developmental Continuity and Stability

Abstract: This longitudinal study evaluated cultural differences and developmental continuity and stability in cultural cognitions (acculturation, individualism, collectivism) and parenting cognitions (attributions, self-perceptions, and knowledge) in 86 Japanese American and South American acculturating mothers when their children were 5 and 20 months of age. South American mothers were more collectivistic than Japanese American mothers. Cultural group and attribution differences emerged for mothers' parenting attributions in successful situations, whereas child age and attribution differences emerged for parenting attributions in unsuccessful situations. Japanese American mothers' feelings of competence increased over time. South American mothers were more satisfied in the parenting role than Japanese American mothers. Mothers' knowledge of parenting increased over time in both groups. Mothers' cultural cognitions were stable, as were Japanese American mothers' parenting cognitions. This study provides insight in...

Cultural and Parenting Cognitions in Acculturating Cultures 2. Patterns of Prediction and Structural Coherence

Abstract: This longitudinal study evaluated prediction and coherence in cultural (acculturation, individualism, collectivism) and parenting cognitions (attributions, self-perceptions, knowledge) in 86 Japanese American and South American acculturating mothers. Mothers' cultural cognitions when their infants were 5 months old predicted some parenting cognitions 15 months later, particularly among Japanese American mothers. Coherence among mothers' attributions obtained in both cultural groups when their infants were both 5 and 20 months of age and among Japanese American mothers' self-perceptions of parenting at both time periods. Although a few relations across types of parenting cognitions were found, domains of parenting cognitions were relatively independent. This study provides insight into the nature and structure of cultural and parenting cognitions in two U.S. acculturating groups.

Socioeconomic status in Brazilian psychological research: I. validity, measurement, and application

Abstract: This review has several objectives: To describe and discuss theoretical conceptions of the construct of socioeconomic status (SES) and to argue for its vital role in psychological research; to present and analyze procedures employed to measure SES and trends in their utilization; and to review and discuss the use of SES measures in Brazilian psychological literature. The relative position of individuals, families, and groups in a given hierarchy (frequently converted into a score produced by a scale) is what has usually been called SES. The main indicators and procedures used to measure SES are discussed in regard to its advantages and disadvantages. A review of the literature offers evidence of the importance of the SES in different psychological processes. A systematic evaluation of articles from the PsycARTICLES database was conducted and revealed that the percentage of articles published annually that employed socioeconomic status increased steadily and substantially from 1988 through 2000 and that SES has been consistently applied more in some research areas (e.g., developmental, clinical, social psychology). A content analysis of the use of SES in articles published from 1981 through 2001 in three prominent Brazilian psychology journals was conducted showing that reliable SES measures are not commonly used in the Brazilian psychological literature. The results of these reviews and analyses are discussed in terms of their implications for further progress of psychological literature, especially in Brazil, with regard SES.

The Ecology of Collaborative Child Rearing: A Systems Approach to Child Care on the Kibbutz

Abstract: Collective child rearing on the Israeli kibbutz serves as a model for articulating changes in patterns of familial and nonfamilial child rearing associated with cultural change. Kibbutz children, like other children with working parents, are cared for by multiple caregivers in multiple settings. Historically, kibbutz child care has been communally run in keeping with the collective beliefs and organization of the setting. As collective practices have been relaxed, the contemporary kibbutz children's house has been likened to other day care arrangements. In this article, we examine the process of change in collective childcare arrangements on kibbutz as a dynamic system involving patterns of reciprocal relations among parts of a collaborativechild- care system. Influences of the views of developmental experts and economic forces impact reciprocal relations among the physical and social setting, changing practices, and beliefs of kibbutz members. A system dynamics approach turns our focus to feedback loops among parts of the eco-cultural child-care niche rather than developmental outcomes resultingfrom static features of kibbutz and other child-care arrangements. Contrasting different feedback systems points to cultural conditions under which some stability in demand for collective child care may be maintained, as compared with conditions that might lead to the demise of collective child care.