Showing papers by "Marc H. Bornstein published in 2013"
TL;DR: This work describes, discusses, and evaluates four prominent sampling strategies in developmental science: population-based probability sampling, convenience sampling, quota sampling, and homogeneous sampling.
413 citations
TL;DR: Infants who were more motorically mature and who explored more actively at 5 months of age achieved higher academic levels as 14-year-olds.
Abstract: A developmental cascade defines a longitudinal relation in which one psychological characteristic uniquely affects another psychological characteristic later in time, separately from other intrapersonal and extrapersonal factors. Here, we report results of a large-scale (N = 374), normative, prospective, 14-year longitudinal, multivariate, multisource, controlled study of a developmental cascade from infant motor-exploratory competence at 5 months to adolescent academic achievement at 14 years, through conceptually related and age-appropriate measures of psychometric intelligence at 4 and 10 years and academic achievement at 10 years. This developmental cascade applied equally to girls and boys and was independent of children's behavioral adjustment and social competence; mothers' supportive caregiving, verbal intelligence, education, and parenting knowledge; and the material home environment. Infants who were more motorically mature and who explored more actively at 5 months of age achieved higher academic levels as 14-year-olds.
154 citations
TL;DR: Variations in what is normative in different cultures challenge assumptions about what is universal and inform the understanding of how parent‐child relationships unfold in ways both culturally universal and specific.
133 citations
TL;DR: In both studies, children with poorer language skills in early childhood had more internalizing behavior problems in later childhood and in early adolescence.
Abstract: Two independent prospective longitudinal studies that cumulatively spanned the age interval from 4 years to 14 years used multiwave designs to investigate developmental associations between language and behavioral adjustment (internalizing and externalizing behavior problems). Altogether 224 children, their mothers, and teachers provided data. Series of nested path analysis models were used to determine the most parsimonious and plausible paths among the three constructs over and above stability in each across age and their covariation at each age. In both studies, children with poorer language skills in early childhood had more internalizing behavior problems in later childhood and in early adolescence. These developmental paths between language and behavioral adjustment held after taking into consideration children's nonverbal intellectual functioning, maternal verbal intelligence, education, parenting knowledge, and social desirability bias, as well as family socioeconomic status, and they applied equally to girls and boys.
106 citations
TL;DR: A large-scale controlled multivariate prospective 14-year longitudinal study of a developmental cascade embedded in a developmental system showed that information-processing efficiency in infancy, general mental development in toddlerhood, behavior difficulties in early childhood, psychometric intelligence in middle childhood, and maternal education contribute to academic achievement in adolescence.
Abstract: A large-scale (N = 552) controlled multivariate prospective 14-year longitudinal study of a developmental cascade embedded in a developmental system showed that information-processing efficiency in infancy (4 months), general mental development in toddlerhood (18 months), behavior difficulties in early childhood (36 months), psychometric intelligence in middle childhood (8 years), and maternal education either directly or indirectly (or both) contribute to academic achievement in adolescence (14 years).
86 citations
01 Dec 2013
TL;DR: For example, this article found that the quantity and quality of a child's exposure to responsive conversation spoken by fluent adults predicts both monolingual and multilingual language and literacy achievement.
Abstract: M ultilingualism is an international fact of life and increasing in the United States. Multilingual families are exceedingly diverse, and policies relevant to them should take this into account. The quantity and quality of a child’s exposure to responsive conversation spoken by fluent adults predicts both monolingual and multilingual language and literacy achievement. Contexts supporting optimal multilingualism involve early exposure to high quality conversation in each language, along with continued support for speaking both languages. Parents who are not fluent in English should not be told to speak English instead of their native language to their children; children require fluent input, and fluent input in another language will transfer to learning a second or third language. Messages regarding optimal multilingual practices should be made available to families using any and all available methods for delivering such information, including home visitation programs, healthcare settings, center-based early childhood programs, and mass media. *Subsequent to submitting the present report, a different report by Espinosa (2013) came to our attention. Her work on addressing myths regarding bilingualism is for practitioners and complements ours. The full report is available at http:// fcd-us.org/resources/ prek-3rd-challengingcommon-myths-aboutdual-language-learners-update-seminal2008-report#node-1367
79 citations
TL;DR: Study of mothers' microcoded contingent responsiveness to their infants showed that, as maternal contingent responsiveness increased, judged maternal sensitivity increased to significance on the contingency continuum, after which mothers who were even more contingent were judged less sensitive.
Abstract: Is it always or necessarily the case that common and important parenting practices are better, insofar as they occur more often, or worse, because they occur less often? Perhaps, less is more, or some is more. To address this question, we studied mothers' microcoded contingent responsiveness to their infants (M = 5.4 months, SD = 0.2) in relation to independent global judgments of the same mothers' parenting sensitivity. In a community sample of 335 European American dyads, videorecorded infant and maternal behaviors were timed microanalytically throughout an extended home observation; separately and independently, global maternal sensitivity was rated macroanalytically. Sequential analysis and spline regression showed that, as maternal contingent responsiveness increased, judged maternal sensitivity increased to significance on the contingency continuum, after which mothers who were even more contingent were judged less sensitive. Just significant levels of maternal responsiveness are deemed optimally sensitive. Implications of these findings for typical and atypical parenting, child development, and intervention science are discussed.
70 citations
TL;DR: Results show sex-dependent modulation of brain responses to infant requests to be fed, and specifically, they indicate that women interrupt mind wandering when exposed to the sounds of infant hunger cries, whereas men carry on without interruption.
Abstract: Infant cries are a critical survival mechanism that draw the attention of adult caregivers, who can then satisfy the basic needs of otherwise helpless infants. Here, we used functional neuroimaging to determine the effects of infant hunger cries on the brain activity of adults who were in a cognitively nondemanding mental state of awake rest. We found that the brains of men and women, independent of parental status (parent or nonparent), reacted differently to infant cries. Specifically, the dorsal medial prefrontal and posterior cingulate areas, known to be involved in mind wandering (the stream of thought typical of awake rest), remained active in men during exposure to infant cries, whereas in women, activity in these regions decreased. These results show sex-dependent modulation of brain responses to infant requests to be fed, and specifically, they indicate that women interrupt mind wandering when exposed to the sounds of infant hunger cries, whereas men carry on without interruption.
64 citations
TL;DR: Japanese Americans became more “American” and less “Japanese” in their personality as they reported higher participation in the U.S. culture, supporting the view that personality can be subject to cultural influence.
Abstract: The present study tests the hypothesis that involvement with a new culture instigates changes in personality of immigrants that result in (a) better fit with the norms of the culture of destina- tion and (b) reduced fit with the norms of the culture of origin. Participants were 40 Japanese first-generation immigrants to the United States, 57 Japanese monoculturals, and 60 U.S. mono- culturals. All participants completed the Jackson Personality Inventory as a measure of the Big Five; immigrants completed the Japanese American Acculturation Scale. Immigrants' fits with the cultures of destination and origin were calculated by correlating Japanese American mothers' pat- terns of ratings on the Big Five with the average patterns of ratings of European Americans and Japanese on the same personality dimensions. Japanese Americans became more "American" and less "Japanese" in their personality as they reported higher participation in the U.S. culture. The results support the view that personality can be subject to cultural influence.
63 citations
TL;DR: The results showed that human infant faces represent highly biologically relevant stimuli that capture attention and are implicitly associated with positive emotions, which holds independent of gender and parenthood status and is associated with ideal parenting behaviors.
Abstract: Human infants' complete dependence on adult caregiving suggests that mechanisms associated with adult responsiveness to infant cues might be deeply embedded in the brain. Behavioural and neuroimaging research has produced converging evidence for adults' positive disposition to infant cues, but these studies have not investigated directly the valence of adults' reactions, how they are moderated by biological and social factors, and if they relate to child caregiving. This study examines implicit affective responses of 90 adults toward faces of human and non-human (cats and dogs) infants and adults. Implicit reactions were assessed with Single Category Implicit Association Tests, and reports of childrearing behaviours were assessed by the Parental Style Questionnaire. The results showed that human infant faces represent highly biologically relevant stimuli that capture attention and are implicitly associated with positive emotions. This reaction holds independent of gender and parenthood status and is associated with ideal parenting behaviors.
62 citations
TL;DR: Using a culture-free screen for child disability from the 2005-2007 Multiple Indicator Cluster Survey, percentages of children in 16 developing countries who screened positive for cognitive, language, sensory, and motor disabilities, covariation among disabilities, deviation contrasts that compare each country to the overall effect of country, and associations of disabilities with the Human Development Index are reported.
TL;DR: Investigating pathways among adaptive functioning and externalizing and internalizing behavioral problems in a community sample of 134 children seen at 4, 10, and 14 years found Strategically timed and targeted interventions designed to address young children's behavioral problems may return investment in terms of an enhanced epidemiology of adaptively functioning teens.
Abstract: A developmental cascade describes a longitudinal cross-domain unique relation Here, a 3-wave multivariate design and developmental cascade analysis were used to investigate pathways among adaptive functioning and externalizing and internalizing behavioral problems in a community sample of 134 children seen at 4, 10, and 14 years Children, mothers, and teachers provided data Nested path analytic models tested the plausible cascades among the three domains apart from their covariation at each age and rank-order stability across age Adaptive functioning in early adolescence was predicted by early childhood adaptive functioning and externalizing behavioral problems, with both effects mediated by late childhood adaptive functioning and internalizing behavioral problems; externalizing behavioral problems in early adolescence were predicted by early childhood internalizing behavioral problems with the effect mediated by late childhood externalizing behavioral problems These developmental cascades obtained independent of child intelligence; child age and maternal education and social desirability were also considered but were not related to any outcome variables The findings suggest that strategically timed and targeted interventions designed to address young children's behavioral problems may return investment in terms of an enhanced epidemiology of adaptively functioning teens
13 May 2013
TL;DR: In this paper, N.A. Adams, M.H. Badian, and A.S. Siegel, a Reconceptualization of Prediction from Infant Test Scores.
Abstract: Contents: N.A. Krasnegor, Introduction. Part I:Neurobehavioral Functioning. H. Als, F.H. Duffy, G.B. McAnulty, N. Badian, Continuity of Neurobehavioral Functioning in Preterm and Fullterm Newborns. M. Sigman, L. Beckwith, S.E. Cohen, A.H. Parmelee, Stability in the Biosocial Development of the Child Born Preterm. Part II:Physical Status. S.H. Broman, Infant Physical Status and Later Cognitive Development. R.Q. Bell, M.F. Waldrop, Achievement and Cognitive Correlates of Minor Physical Anomalies in Early Development. Part III:Traditional Infant Tests. L.S. Siegel, A Reconceptualization of Prediction from Infant Test Scores. J.V. Hunt, B.A.B. Cooper, Differentiating the Risk for High-Risk Preterm Infants. I.C. Uzgiris, Transformations and Continuities: Intellectual Functioning in Infancy and Beyond. Part IV:Information Processing Capacities. M.H. Bornstein, Stability in Early Mental Development: From Attention and Information Processing in Infancy to Language and Cognition in Childhood. S.A. Rose, Measuring Infant Intelligence: New Perspectives. Part V:Experience R.H. Bradley, The Use of the HOME Inventory in Longitudinal Studies of Child Development C.T. Ramey, M.W. Lee, M.R. Burchinal, Developmental Plasticity and Predictability: Consequences of Ecological Change. R. Bakeman, L.B. Adamson, J.V. Brown, M. Eldridge, Can Early Interaction Predict: How and How Much? M.I. Appelbaum, M.R. Burchinal, R.A. Terry, Quantification Methods and the Search for Continuity R. Plomin, Developmental Behavior Genetics: Stability and Instability O.H. Feldman, M.L. Adams, Intelligence, Stability, and Continuity: Changing Conceptions .
TL;DR: It is found that cries of children with autism are perceived more negatively and the length of the pauses, more than the number of utterances or fundamental frequency, determines listeners' negative perceptions.
TL;DR: The results support the inclusion of somatic symptoms of depression in the calculation of a BDI-II total score, and suggest conceptualizing the structure of the B DI-II using these three factors could contribute to refining the measurement and scoring of depressive symptomatology and severity in postpartum women.
TL;DR: The results point to the scaffolding role of Maintaining and the mediating role of Introducing and Redirecting maternal strategies as the drivers of CJE in mother-infant interactions.
Abstract: Coordinated joint engagement (CJE) is a behavioral measure used in the infant–caregiver interaction paradigm to measure joint attention. To know how mothers scaffold infant attention to prompt joint engagement states, this study attempted to determine (a) which specific maternal attention-directing strategies facilitate CJE in mother–infant interactions and (b) how attention-directing strategies precede a range of infant engagement states. Free play in 33 low-SES dyads was analyzed sequentially, a method that reveals temporal relations between the behaviors involved in an interaction. Maintaining was the only strategy that preceded CJE, and Introducing and Redirecting preceded infant Engagement with Object, Onlooking, and Supported Joint Engagement. The results point to the scaffolding role of Maintaining and the mediating role of Introducing and Redirecting maternal strategies. To understand how low-SES infants attain CJE is important given the relation between joint attention and cognitive development. Implications of the results for interventions aimed at reducing socioeconomic inequities in early cognitive development are discussed.
TL;DR: Based on 3 months experience with their own infant's face, mothers' brain patterns give evidence of distinctive late-wave (recognition) sensitivity.
Abstract: Experiences with one's own infant attune the parent nervous system to infant stimuli. To explore the effects of motherhood on brain activity patterns, electroencephalogram (EEG) was recorded while primipara mothers of 3- and 6-month-olds viewed images of faces of their own child and an unfamiliar but appearance-matched child. Mothers of 3- and 6-month-olds showed equivalent early-wave (N/P1 "visual" and N170 "face-sensitive") responses to own and unfamiliar baby faces but differentiating late-wave (N/P600 "familiar/ novel") activity to own versus unfamiliar infant faces. Based on 3 months experience with their own infant's face, mothers' brain patterns give evidence of distinctive late-wave (recognition) sensitivity.
Book•
01 Jan 2013
TL;DR: De Haan, Carver, and Carver as discussed by the authors discussed the role of early social experience in the development of visual, memory, and language in infants and preschoolers with autism spectrum disorder.
Abstract: Part I: Evolutionary, Neural, and Philosophical Approaches to the Social Mind. Dunbar, An Evolutionary Basis for Social Cognition. Gallese, Rochat, The Evolution of Motor Cognition: Its Role in the Development of Social Cognition and Implications for Autism Spectrum Disorder. Gallagher, When the Problem of Intersubjectivity Becomes the Solution. Part II: Social Experience and Epigenetic Mechanisms of Gene-Environment Interactions. Pluess, Stevens, Belsky, Differential Susceptibility: Developmental and Evolutionary Mechanisms of Gene-Environment Interactions. Knafo, Uzefovsky, Variation in Empathy: The Interplay of Genetic and Environmental Factors. Part III: The Dynamic Role of Early Social Experience in Vision, Memory, and Language.de Haan, Carver, Development of Brain Networks for Visual Social-Emotional Information Processing in Infancy. Bauer, Event Memory: Neural, Cognitive, and Social Influences on Early Development. Trevarthen, Delafield-Butt, Biology of Shared Experience and Language Development: Regulations for the Intersubjective Life of Narratives. Walker-Andrews, Krogh-Jespersen, Mayhew, Coffield, The Situated Infant: Learning in Context. Part IV: The Role of Early Experience in Social Development. Legerstee, The Developing Social Brain: Social Connections and Social Bonds, Social Loss, and Jealousy in Infancy. Haley, Infant Memory Consolidation: The Social Context of Stress, Learning, and Memory. Bornstein, Mother-Infant Attunement: A Multilevel Approach via Body, Brain, and Behavior. Part V: Neural Processes of Mental Awareness.Sabbagh, Benson, Kuhlmeier, False-Belief Understanding in Infants and Preschoolers. Mundy, Neural Connectivity, Joint Attention, and the Social-Cognitive Deficits of Autism.
01 Jan 2013
18 Jul 2013
TL;DR: This chapter discusses the many Ecologies of Infancy, which include prenatal development, Birth, and the Newborn, as well as methods of research in Infancy and social Cognition, which focuses on the latter.
Abstract: This topically-organized text provides a comprehensive overview of infant development with a strong theoretical and research base. Readers gain a clear understanding of infant development and issues that will be the focus of significant advances in infancy studies in the future. The new fifth edition reflects the enormous changes in the field that have occurred over the past decade. The thoroughly revised chapters emphasize work from the 21st century, although classic references are retained, and explore contextual, methodological, neurological, physical, perceptual, cognitive, communicative, emotional, and social facets of infant development. The fifth edition features a more accessible style and enhanced pedagogical and teaching resource program.
This extensively revised edition features a number of changes: • The fifth edition adds a new co-author, Martha Arterberry, who brings additional teaching and research skills to the existing author team. • An enhanced pedagogical program features orienting questions at the beginning of each chapter and boldfaced key terms listed at the end of the chapter and defined in the glossary to help facilitate understanding and learning.• Two new boxes in each chapter – Science in Translation illustrate applied issues and Set for Life highlight the significance of infancy for later development.• Increased emphasis on practical applications and social policy.• More graphs, tables, and photos that explain important concepts and findings.• Literature reviews are thoroughly updated and reflect contemporary research.• All new teaching web resources -- Instructors will find Power Points, electronic versions of the text figures, and a test bank, and students will find hyperlinked references and electronic versions of the key concepts and the definitions.
Intended for beginning graduate or advanced undergraduate courses on infant (and toddler) development or infancy or early child development taught in departments of psychology, human development & family studies, education, nursing, social work, and anthropology, this book also appeals to social service providers, policy makers, and clergy who work with community institutions. Prerequisites include introductory courses on child development and general psychology.
01 Jan 2013
TL;DR: This article examined the interplay between acculturation conditions, cultural orientations, and adaptation outcomes from middle to late adolescence to illuminate the gender pathways of acculturating Turkish Belgian adolescents who combine collectivist heritage culture with a relatively individualist mainstream culture.
Abstract: Although gender is a central topic in adolescent development, it has been an under-researched aspect of adolescent development in migration. We examine the interplay between acculturation conditions, cultural orientations, and adaptation outcomes from middle to late adolescence to illuminate the gender pathways of acculturation. Our research on acculturating Turkish Belgian adolescents who combine collectivist heritage culture with a relatively individualist mainstream culture identifies social affordances and constraints on their bicultural development.
TL;DR: Findings provide the first evidence of organized brain activity underlying familiar face recognition in very young infants and are discussed in relation to comparable patterns that have been observed in adults.
Abstract: The brain electrical responses of 3-month-old infants were compared between images of familiar and unfamiliar faces. Infants were shown images of their mothers and of appearance-matched female strangers for 500 ms per trial while their electroencephalography was recorded. Electroencephalographic signals were segmented from stimulus onset through 1200 ms, and segments were analyzed in the time–frequency domain with a continuous wavelet transform. Differentiated responses were apparent in three time windows: 370–480, 610–690, and 830–960 ms. Across response windows, event-related synchronization or desynchronization was observed in beta or gamma frequency bands at the left frontal, midline central, bilateral temporal, and right parietal sites. In conclusion, these findings provide the first evidence of organized brain activity underlying familiar face recognition in very young infants and are discussed in relation to comparable patterns that have been observed in adults.
TL;DR: Categorization processes appear to differ for 3D and 2D stimuli, and infants' discovery of object properties over time while manipulating objects may facilitate categorization, as least at the superordinate level.
Abstract: In two experiments, 18-month-old infants’ categorization of 3D replicas and 2D photographs of the same animals and vehicles were compared to explore infants’ flexibility in categorization across different object representations. Using a sequential touching procedure, infants completed one superordinate and two basic-level categorization tasks with 3D replicas, 2D cut out photographs, or 2D images on photo cubes (“2D cubes”). For superordinate sets, 3D replicas elicited longer mean run lengths than 2D cut outs, and 3D replicas elicited equivalent mean run lengths as 2D cubes. For basic-level sets, infants categorized high-contrast animal sets when presented with 3D replicas, but they failed to categorize any of the 2D photograph sets. Categorization processes appear to differ for 3D and 2D stimuli, and infants’ discovery of object properties over time while manipulating objects may facilitate categorization, as least at the superordinate level. These findings are discussed in the context of infants’ representation abilities and the integration of perception and action.