Disentangling the Social and the Pedagogical in Infants' Learning about Tool‐Use

We investigated infants' response to pedagogy in the domain of tool use. In experiment 1, infants viewed a causally relevant tool‐use demonstration presented identically in either a social/pedagogical or social/non‐pedagogical context. Infants exposed to pedagogical cues displayed superior production of the tool‐use sequence. This was so despite infants displaying equivalent attention to the demonstration across conditions. In contrast, pedagogical cues had no systematic impact on infants' discrimination between causally possible vs. impossible tool‐use sequences in a looking‐time task. Interestingly, however, older infants across both conditions displayed a preference for looking toward the causally possible display. Experiment 2 documented that social cues of any sort (regardless of pedagogy) accompanying the demonstration triggered older infants to discriminate the causally possible vs. impossible events whereas a non‐social demonstration did not. Together, the two experiments implicate ‘social gating’ as well as a pedagogical stance in infants' processing and execution of causal action.     

Individual Differences in Infants' Emotional Resonance to a Peer in Distress: Self–Other Awareness and Emotion Regulation

In this study, relations between emotional resonance responses to another's distress, emotion regulation, and self‐other discrimination were investigated in infants three‐, six‐, and nine‐months‐old. We measured the emotional reactions to the pain cry of a peer, along with the ability to regulate emotions and to discriminate between self and other body movements. We found evidence that infants do regulate their emotional resonance responses to another's distress. This relation is age specific, with younger infants using more primitive self‐soothing behaviors, while in older participants attentional based strategies relate to affect sharing reactions. Only nine‐month‐old infants have shown self‐other differentiation abilities, and these were significantly connected to their emotions in response to a peer's distress. These findings have implications for our understanding of early empathy development.     

Interactional harmony at 7 and 10 months of age predicts security of attachment as measured by Q-sort ratings

Fifty-eight infants and their mothers were observed at home for 45 minutes at seven and ten months of age using a detailed behavioral checklist. During these observations, the degree of mutual interactional engagement was also rated on a 4-point scale every 20 seconds. The attachment security of 38 infants was assessed at 13 months using mothers' reports on the Attachment Q-set (AQS, Waters, 1987). Composite measures of mother-infant interaction derived from the behavioral observations were moderately stable over time. Measures of maternal interactive behaviors and ratings of mutual engagement were highly correlated. Mothers' and infants' behaviors were combined into an index of behavioral harmony that was sensitive to differences in the infants' attachment security three and six months later. Using a stepwise multiple regression, 43% of the variance in the AQS-scores was explained by behavioral harmony at seven months, mutual engagement at 10 months, and infant fuss/cry at seven months.     

Social Self‐Control,Externalizing Behavior,and Peer Liking Among Children with ADHD‐CT: A Mediation Model

This study investigated the role of externalizing behavior as a mediator of the relation between social self‐control and peer liking among children with attention‐deficit/hyperactivity disorder‐combined type (ADHD‐CT). A model was proposed whereby externalizing behavior would fully statistically account for the direct relation of social self‐control to peer liking. One hundred seventy‐two children ages 7.0–9.9 years with ADHD‐CT were rated by their teachers regarding their social self‐control and by their parents and teachers regarding their rates of externalizing behavior. Same‐sex classmates provided ratings of overall liking. Structural equation modeling was used to assess the proposed model. Results supported the proposed model of externalizing behavior as fully statistically accounting for the relation of social self‐control to peer liking. This study demonstrated the crucial role that externalizing behaviors play in the social impairment commonly seen among children with ADHD‐CT.     

Physiological Regulation and Fearfulness as Predictors of Young Children's Empathy‐related Reactions

Indices of physiological regulation (i.e., resting respiratory sinus arrhythmia [RSA] and RSA suppression) and observed fearfulness were tested as predictors of empathy‐related reactions to an unfamiliar person's simulated distress within and across 18 (T1, N = 247) and 30 (T2, N = 216) months of age. Controlling for T1 helping, high RSA suppression and low fearfulness at T1 predicted T2 helping. In a structural model, empathic concern was marginally positively related to resting RSA at both assessments whereas personal distress was related to RSA suppression within time (marginally positively at T1 and significantly negatively at T2). Fearfulness was associated with self‐oriented, distress‐related reactions within time. Comfort seeking (an index of personal distress) declined in mean level with age whereas helping increased, and both behaviors exhibited differential continuity (as did resting RSA). Individual, as well as developmental, differences in the types of reactions that young children exhibit when witnessing others' suffering and distress were discussed.     

Broadening the Study of Infant Security of Attachment: Maternal Autonomy‐support in the Context of Infant Exploration

Although security of attachment is conceptualised as a balance between infants' attachment and exploratory behaviours, parental behaviours pertaining to infant exploration have received relatively little empirical attention. Drawing from self‐determination theory, this study seeks to improve the prediction of infant attachment by assessing maternal autonomy‐support during infant exploration, in addition to maternal sensitivity. Seventy‐one dyads participated in two home visits. Maternal sensitivity was assessed when the infants were 12 months old, whereas maternal autonomy‐support and infant attachment were assessed at 15 months. The results revealed that autonomy‐support explained an additional portion of the variance in attachment when maternal socioeconomic status and sensitivity were controlled. These results speak to the relevance of a theory‐driven approach to examining maternal behaviours in the context of child exploration.     

Mother–infant Interaction Quality and Infants' Ability to Encode Actions as Goal‐directed

The current study investigated the relationship between mother–child interaction quality and infants' ability to interpret actions as goal‐directed at 7 months in a sample of 37 dyads. Interaction quality was assessed in a free play interaction using two distinct methods: one assessed the overall affective quality (emotional availability), and one focused on the mother's proclivity to treat her infant as an intentional agent (mind‐mindedness). Furthermore, infants' ability to interpret human actions as goal‐directed was assessed. Analyses revealed that only maternal emotional availability, and not maternal mind‐mindedness, was related to infants' goal‐encoding ability. This link remained stable even when controlling for child temperament, working memory, and maternal education. These findings provide first evidence that emotionally available caregiving promotes social‐cognitive development in preverbal infants.     

Vagal Regulation and Observed Social Behavior in Infancy

The goal of the present study was to test a recent hypothesis that the ability to suppress cardiac vagal tone during a cognitive challenge was related to social behavior. One hundred thirty-six infants participated with their parents in laboratory visits when infants were 12 (mother visit) and 13 months (father visit) of age. To measure the infants' regulation of cardiac vagal tone, heart rate responses were recorded during the administration of a test of mental development (father visit). Responses to a stranger interaction were measured during the 12 month visit. In addition, experimenters evaluated the infants' behavior across the laboratory sessions using an adaptation of the Infant Behavior Record. Results revealed that infants who were able to suppress vagal tone during the cognitive challenge were rated by the experimenters as more socially approaching at the two laboratory visits. Vagal regulation was unrelated to behavior during the stranger-infant interaction. These findings partially support the hypothesis that infants who are able to regulate their vagal tone have a greater capacity for social engagement.     

Self-perceived Social Acceptance and Peer Social Standing in Children with Aggressive–Disruptive Behaviors

Examining children's perceptions of their social acceptance in conjunction with others’ ratings of their peer social standing can enhance our understanding of the heterogeneity in children exhibiting disruptive behavior problems. Using a sample of 213 youth rated in the top 31 percent of their class on aggressive–disruptive behaviors, the current study examined the interaction between children's perceptions of their social acceptance and their peer‐rated social standing in predicting emotional and behavioral problems. Overall, lower peer‐rated social standing was associated with higher levels of antisocial behavior, academic problems, and hyperactivity/inattention. On the other hand, higher self‐perceived social acceptance was associated with increased levels of peer‐rated fighting at school. For children who were rated as having high social standing among their peers, poorer self‐perceived social acceptance was associated with increased oppositional behaviors and conduct problems at home. In addition, children who reported lower self‐perceived social acceptance exhibited increased levels of depressive symptoms, even when they were relatively well liked by their peers. The potential implications for working with subgroups of children with aggressive–disruptive behaviors are discussed.     

Thirteen‐ and 18‐month‐old Infants Recognize When They Need Referential Information

To learn from conspecifics, infants would be greatly advantaged by knowing when to seek information from them. Although in prior work infants used a labeler's gaze direction to infer the referent of a novel label, it was unclear whether infants in these studies recognized that they needed information or were happening upon the information by simply orienting to the labeler's voice. To address this issue, we presented 13‐ and 18‐month‐olds with either one or two novel objects and provided a novel label. If infants seek referential information, they should look more to the labeler in the presence of two objects relative to one object, because the labeler's intended referent is highly ambiguous in the two‐object case. This prediction was confirmed in two studies. In contrast, infants' looking was equivalent in the presence of one vs. two objects in a baseline phase, when no labels were provided. Thus, 13‐ and 18‐month‐olds actively seek clarifying gaze information to resolve ambiguous learning situations. Word learning appears to be a rich pragmatic process as early as the end of the first year of life.     

Eyetracking measures of social attention in young children: How gaze patterns translate to real‐life social behaviors

The aim of this study was to evaluate to what degree eyetracking paradigms of social attention, in combination with synchronous measurements of affective arousal, were associated with real‐life social behavior of children aged 3–7 years. Several eyetracking paradigms were used, involving social interactions, single/multiple faces, and emotional faces. Arousal was measured using electrocardiography. Real‐life social behavior was measured using structured behavior observations, parent questionnaires, and developmental interviews. Time spent looking at social stimuli was significantly associated with real‐life social behaviors, and independent of age, IQ, or gender. Paradigms involving social interactions and looking time to the eyes showed the most consistent relations with social behaviors. Stronger affective arousal responses were associated with shorter looking times toward eyes, which in turn were associated with less social awareness in real life. Eyetracking and arousal measures allow for sensitive and objective assessment of social abilities that have great relevance for real‐life social behaviors, with the potential to use in a broad and diverse population. These measures may help gain insight into the underpinnings of social behavior and may serve as a valuable marker or outcome measure in understanding, monitoring, and stimulating social‐emotional development early in life.     

Examining individual‐level academic risk and protective factors for foster youth: School engagement,behaviors, self‐esteem,and social skills

Students' school engagement is widely regarded as critical for positive school adjustment and overall academic success. Foster youth persistently face poorer educational outcomes than peers and demonstrate lower levels of school engagement and higher levels of academically threatening behaviors. The goals of the present study were (a) to explore relationships amongst various child‐level correlates of school engagement and problem behaviors—namely, self‐esteem and social skills—and (b) to respectively investigate the protective potential of self‐esteem and social skills in the association between school engagement and behavior problems that threaten educational trajectories. Results indicate significant associations between school engagement and problem behaviors, as well as between self‐esteem, social skills, and school engagement. Further, self‐esteem mediated the association between school engagement and both youth‐ and foster parent‐reported externalizing behavior, and social skills mediated the association between school engagement and both youth‐ and foster parent‐reported externalizing behavior. Implications for future practice, research, and policy are discussed.     

Regulatory Self‐efficacy as a Moderator of Peer Socialization Relating to Italian Adolescents' Alcohol Intoxication

The present study investigated regulatory self‐efficacy (RSE) as a predictor of friendship and adolescent alcohol intoxication and as a moderator of peer socialization processes related to alcohol intoxication. The longitudinal sample included 457 Italian adolescents (262 females and 195 males) ranging in age of 14 to 20 years (M = 16.1 years of age). Sociometric and behavioral data were collected at the beginning and end of the academic school year. Actor‐based models were applied to simultaneously estimate selection and socialization processes accounting for interdependencies among friends' drinking behaviors. The results indicated that adolescents did not select friends with similar levels of alcohol intoxication or RSE, but adolescents did adopt their friends' drinking behaviors. RSE was negatively associated with adolescent drinking behaviors and moderated socialization processes related to alcohol use, with adolescents reporting higher levels of RSE being less likely to adopt their friends' drinking behaviors than adolescents with lower levels of RSE.     

Differences in adolescents’ motivations for indirect,direct, and hybrid peer defending

Adolescents’ defending of peers who are being bullied—or peer defending—was recently found to be a heterogeneous behavioral construct. The present study investigated individual differences in adolescents’ motivations for executing these indirect, direct, and hybrid defending behaviors. In line with the literature on bullying as goal‐directed strategic behavior, we adopted a social evolution theory framework to investigate whether these peer‐defending behaviors could qualify as goal‐directed strategic prosocial behaviors. A sample of 549 Dutch adolescents (49.4% boys; M_age = 12.5 years, SD = 0.6 years) participated in this study. Their peer reported defending behaviors (including bullying behavior as a control variable) and the following behavioral motivations were assessed: (a) agentic and communal goals (self‐report), (b) prosocial and coercive social strategies (peer report), and (c) altruistic and egocentric motivations for prosocial behavior (self‐report). The outcomes of hierarchical linear regression analyses suggest that adolescents’ motivations for executing the different subtypes of peer defending partially overlap but are also different. While indirect defending was fostered by genuine concerns for victims’ well‐being, direct defending was more motivated by personal gains. Hybrid defending combined favorable aspects of both indirect and direct defending as a goal‐directed, strategic, and altruistically motivated prosocial behavior. The implications of these findings are discussed.     

Empathy to action: Child and adolescent out‐group attitudes and prosocial behaviors in a setting of intergroup conflict

The paper explored how to promote constructive intergroup relations among children and young people in a context of protracted conflict. Across two studies, the Empathy–Attitudes–Action model was examined in middle childhood and adolescence. More specifically, we tested the relations among dispositional empathy, out‐group attitudes, and prosocial behaviors for youth born after the peace agreement in Northern Ireland. In one correlational (Study 1: N = 132; 6–11 years old: M = 8.42 years, SD = 1.23) and one longitudinal design (Study 2: N = 466; 14–15 years old), bootstrapped mediation analyses revealed that empathy was associated with more positive attitudes toward the conflict‐related out‐group, which in turn, was related to higher out‐group prosocial behaviors, both self‐report and concrete actions. Given that out‐group prosocial acts in a setting of intergroup conflict may serve as the antecedents for peacebuilding among children and adolescents, this study has intervention implications.     

Parasympathetic Regulation and Parental Socialization of Emotion: Biopsychosocial Processes of Adjustment in Preschoolers

Variations in parents' emotion socialization have been linked to children's social competence (SC) and behavior problems, but parental influences do not act independently of children's characteristics. A biopsychosocial model was tested, in which children's parasympathetic regulation of cardiac function and paternal and maternal socialization of negative emotions were examined as joint predictors of young children's SC and behavior problems at daycare and preschool. Mothers and fathers responded differently to children's emotions, and cardiac vagal tone moderated the relations between parents' emotion socialization and children's behavior in early childcare settings. Both maternal and paternal emotion socialization strategies were more strongly associated with preschool adjustment for children with relatively less parasympathetic self‐regulatory capacities than for more self‐regulated children. Paternal reactions to children's anger, and maternal responses to children's sadness and fear, were particularly closely tied to variations in SC and internalizing and externalizing problems.     

Physiological contagion in parent–child dyads during an emotional challenge

Parents and children mutually influence each other’s behavior, but little work has examined how parent–child dyads influence one another’s physiological responding under conditions of emotional challenge. This is important to examine because physiological substrates underlie the development of self‐regulation. We examined this in 97 parent–child dyads who participated in a frustrating laboratory challenge that first perturbed the affective state of the dyad and then allowed recalibration. Children were between 3 and 7 years of age (M = 5.80 years, SD = 1.25 years; 41 boys). Respiratory sinus arrhythmia (RSA) and pre‐ejection period (PEP) were assessed continuously as measures of parasympathetic and sympathetic nervous system activity, respectively. Actor–partner interdependence models were used to quantify the extent of physiological contagion between partners. The expected actor effects were found for RSA and PEP, and a partner effect was found for RSA only. Specifically, parents’ RSA reactivity to perturbation influenced children’s RSA reactivity during recalibration. This provides additional evidence for parent–child coregulation, during which parents support their children’s regulatory efforts. We found no partner effects for PEP. Taken together, our results suggest that the two ANS branches may serve different regulatory functions, with parasympathetic functioning relating more strongly to social interactions and dyadic challenges like those in the current study. This study provides the first evidence of physiological contagion in an emotionally challenging context between parents and children.     

Effects of Person‐ and Process‐focused Feedback on Prosocial Behavior in Middle Childhood

The effects of person‐ and process‐focused feedback, parental lay theories, and prosocial self‐concept on children's prosocial behavior were investigated with 143 9‐ and 10‐year‐old children who participated in a single session. Parents reported entity (person‐focused) and incremental (process‐focused) beliefs related to prosocial behavior. Children completed measures of prosocial self‐concept, then participated in a virtual online chat with child actors who asked for help with service projects. After completing the chat, children could assist with the service projects. In the first cohort, children were randomly assigned to receive person‐focused, process‐focused, or control feedback about sympathy. In the second cohort, with newly recruited families, children received no feedback. When given process‐focused feedback, children spent less time helping and worked on fewer service projects. When given no feedback, children spent less time helping when parents held incremental (process‐focused) beliefs. Children with higher prosocial self‐concept who received no feedback worked on more service projects.     

The Curious Case of Self‐Interest: Inconsistent Effects and Ambivalence toward a Widely Accepted Construct

Self‐interest is widely accepted as a powerful motivator by both academics and laypeople alike. However, research surrounding the self‐interest motive paints a complicated picture of this most important psychological construct. Additionally, research on the social desirability of self‐interest has revealed that despite its widespread acceptance, people do not readily accept that self‐interest drives their own behaviors. This paper reviews the literature on self‐interest and reveals several curious features surrounding its actual effect on helping behaviors, political attitudes and voting, and people's apparent ambivalence toward self‐interest as a motive. It is possible that norms against the expression of self‐interestedness evolved, creating ambivalence towards this widely accepted construct, subsequently affecting its expression on many human behaviors.     

Associations Between Behavioral Inhibition and Children's Social Problem‐solving Behavior During Social Exclusion

The current study examined the associations between the early childhood temperament of behavioral inhibition and children's displays of social problem‐solving (SPS) behavior during social exclusion. During toddlerhood (the ages of two to three), maternal report and behavioral observations of behavioral inhibition were collected. At the age of seven, children's SPS behaviors were observed during a laboratory social exclusion task based on the commonly used Cyberball game. Results showed that behavioral inhibition was positively associated with displayed social withdrawal and negatively associated with assertive behavior during the observed social exclusion task at seven years of age. These results add to our understanding of inhibited children's SPS behaviors during social exclusion and provide evidence for the associations between toddler temperament and children's social behavior during middle childhood.