Twelve-month-old infants’ physiological responses to music are affected by others’ positive and negative reactions

Infants show remarkable skills for processing music in the first year of life. Such skills are believed to foster social and communicative development, yet little is known about how infants’ own preferences for music develop and whether social information plays a role. Here, we investigate whether the reactions of another person influence infants’ responses to music. Specifically, 12-month-olds (N = 33) saw an actor react positively or negatively after listening to clips of instrumental music. Arousal (measured via pupil dilation) and attention (measured via looking time) were assessed when infants later heard the clips without the actor visible. Results showed greater pupil dilation when listening to music clips that had previously been reacted to negatively than those that had been reacted to positively (Exp. 1). This effect was not replicated when a similar, rather than identical, clip from the piece of music was used in the test phase (Exp. 2, N = 35 12-month-olds). There were no effects of the actor's positive or negative reaction on looking time. Together, our findings suggest that infants are sensitive to others’ positive and negative reactions not only for concrete objects, such as food or toys, but also for more abstract stimuli including music.     

Real‐world scene perception in infants: What factors guide attention allocation?

The foci of visual attention were modeled as a function of perceptual salience, adult fixation locations, and attentional control mechanisms (measured in separate tasks) in infants (N = 45, 3‐ to 15‐month‐olds) as they viewed static real‐world scenes. After controlling for the center bias, the results showed that low‐level perceptual salience predicts where infants look. In addition, high‐level factors also played a role: Infants fixated parts of the scenes frequently fixated by adults and this effect was stronger for older than younger infants. In line with this finding, infant fixation durations were longer on regions more frequently fixated by adults, implying longer time taken to process the available information. Fixation durations decreased with age, and this decline interacted with orienting skills such that fixation durations decreased faster with age for infants with high orienting skills, relative to infants with low orienting skills. There was a further interaction between fixation durations and selective attention abilities: Infants with low selective attention skills showed a decrease in fixation durations with age, whereas infants with higher selective attention skills showed a slight increase in fixation durations with age. These findings imply that infants' visual processing of static real‐world stimuli develops in accord with attentional control.     

Barriers to Prevention: Ethnic and Gender Differences in Latino Adolescent Motivations for Engaging in Risky Behaviors

Using a sample from the Longitudinal Study of Adolescent health (Add health), we tested whether psychosocial motivation or health factors were the best predictors of sexual engagement by Latinos. The Latino sample (3,460) included sub samples of Mexican (n = 1587) Chicano (n = 137), Cuban (n = 501), Puerto Rican (n = 586), Central/South American (n = 367) adolescents and individuals self-identified as Hispanic other (n = 282). Our findings showed that most Latino adolescents understood that if they had unprotected sex they were at risk for HIV/AIDS and STI’s. Additionally, as we hypothesized, the motivation items were better predictors of sexual engagement than the health risk items. However, the motivation items were only significant for the females with one exception, the Mexican males. There were other subgroup differences as well. Our findings have important implications for prevention strategies.     

Development of Infant Pointing from 10 to 12 months: The Role of Relevant Caregiver Responsiveness

Infants’ pointing frequency is a predictor of their later language abilities. Yet, predictors of pointing frequency in the first year of life are not well understood. Study 1 explored what factors in infants and caregivers at 10 months would predict the pointing frequency of infants at 12 months (N = 35). Infant‐driven predictors were infants’ fine‐motor skills and point‐following abilities. Caregiver‐mediated predictors were caregivers’ pointing frequency and responsiveness toward infants’ pointing. Relevant caregiver responsiveness at 10 months predicted infants’ pointing frequency at 12 months, controlling for the other factors and infants’ prior pointing frequency. Study 2 explored whether child‐level factors influence caregivers’ responsiveness (N = 49). We examined the hand shape of infants’ pointing (whole‐hand versus index‐finger) and the presence of point‐accompanying vocalizations. Infants’ vocalization‐accompanied points were more likely to elicit relevant responses from caregivers, while hand shapes played a less pronounced role. Together, the findings reveal an early emerging mutual relationship between infant pointing and caregiver behavior such that certain characteristics of infant pointing predict caregivers’ responsiveness, and relevant responsiveness toward infants’ pointing predicts the increase in infants’ pointing frequencies.     

Infants born full term and preterm increase the height of anti-gravity leg movements during a kick-activated mobile task using a scaffolded task environment

Prior research supports that infants born very preterm (PT), compared with full term (FT), have early differences in rate of learning and motor control that may hinder their ability to learn challenging motor tasks. Four-month-old infants born FT (n = 18) and PT (n = 18) participated in an infant kick-activated mobile task that was scaffolded to motivate progressively higher kicks. We found the FT group learned the association between their leg movements and mobile activation on the second day, but the PT group learned the association on the third day. Both groups of infants increased the height of their kicks on the day they learned the task, compared with their spontaneous kicking height. These findings suggest that infants born PT have the ability to learn challenging motor tasks, such as kicking high, when participating in a task environment that uses scaffolding.     

Walking Ability is Associated with Social Communication Skills in Infants at High Risk for Autism Spectrum Disorder

Achievement of early motor milestones in infancy affords new opportunities for social interaction and communication. Research has shown that both motor and social deficits are observed in infants who later develop autism spectrum disorder (ASD). This study examined associations between motor and Social communication skills in 12‐month‐old infant siblings of children with ASD who are at heightened risk for developmental delays (N = 86) and low‐risk, typically developing infants (N = 113). Infants were classified into one of three groups based on their walking ability: walkers (walks independently), standers (stands independently), or prewalkers (does not yet stand or walk independently). Social communication and cognitive skills were assessed with two standardized assessments (Communication and Symbolic Behaviors Scales [CSBS] and Mullen Scales of Early Learning) and compared across the three walking groups. Results demonstrated that high‐risk walkers showed superior Social communication skills, but commensurate cognitive skills, compared to high‐risk prewalkers. In contrast, Social communication and cognitive skills were largely comparable for low‐risk infants, regardless of walking status. Findings suggest that for high‐risk infants, who are already vulnerable to developmental delays and ASD, independent walking may facilitate the emergence of Social communication abilities. Pivotal motor milestones may serve as useful indicators of Social communication delays and targets for intervention.     

Positive coparenting previous to the COVID-19 pandemic can buffer regulatory problems in infants facing the COVID-19 pandemic

Coparenting can be a development-enhancing or risk-promoting environment for infant regulatory capacity, mainly in the presence of adversity. This study aimed to analyze the association between positive and negative coparenting previous to the COVID-19 pandemic and infant regulatory capacity in the presence of the COVID-19 pandemic, an adverse condition. A sample of 71 first-born infants and their mothers and fathers from a longitudinal cohort in Portugal were assessed at 2 weeks postpartum before the COVID-19 pandemic and again at 6 months postpartum, before (n = 35) or during the COVID-19 pandemic (n = 36). Parents completed measures of positive and negative coparenting and infant regulatory capacity in both assessment waves. Results revealed that the presence of the COVID-19 pandemic moderates the association between mothers' and fathers' positive coparenting previous to the COVID-19 pandemic and infant regulatory capacity at 6 months. The association between positive coparenting and regulatory capacity was stronger in infants facing the COVID-19 pandemic, than in infants who did not face the COVID-19 pandemic. Positive coparenting previous to the COVID-19 pandemic may be a development-enhancing environment for infant regulatory capacity in the presence of the COVID-19 pandemic. Positive coparenting may buffer regulatory problems in infants facing adverse conditions.     

Early psychosocial risk factors and postnatal parental reflective functioning

Psychosocial factors have been found to relate to parental reflective functioning (PRF), a parent's ability to mentalize about themselves and their child. Relations between maternal psychosocial risk factors and PRF were investigated in a community sample. A sample of mothers (n = 146) was assessed for risk factors when infants were 6 months, infant temperament was assessed using an observational measure, and PRF was assessed with the Parent Development Interview-Revised (PDI). PRF was measured again with the Parental Reflective Functioning Questionnaire (PRFQ) when children were 4 years (n = 105) and 5 years (n = 92), with an additional sample of mothers (n = 48) tested at these two timepoints. Results showed that in infancy, total maternal psychosocial risk related to lower PDI-PRF; regression analyses highlighted low socioeconomic status, unplanned pregnancy, and low maternal anxiety as independent predictors of lower PDI-PRF. PDI-PRF scores at 6 months did not relate to PRFQ scores, but PRFQ subscales showed stability over time from age 4–5. Results are discussed with regard to the impact of maternal psychosocial risk and infant temperament on PRF and the stability and concordance of PRF measures.     

Experienced crawlers avoid real and water drop-offs,even when they are walking

Crawling experience was recently linked to crawling and walking infants’ avoidance of falling on real and water cliffs, whereas walking experience had no effect on walkers’ avoidance behavior (Burnay et al., 2021). In the current study, the behavior of 25 infants was analyzed on the Real Cliff/Water Cliff apparatus using a longitudinal study design. Infants were tested as experienced crawlers (M_crawling = 2.93 months, SD = 1.07), novice walkers (M_walking = 0.68 months, SD = 0.29), and experienced walkers (M_walking = 4.90 months, SD = 0.92). Infants avoided falling on both cliffs when tested as experienced crawlers and their behavior was not different when tested as novice or experienced walkers. These findings confirmed the effect of crawling experience on crawling and walking infants’ avoidance of falls from heights and into water and the transfer of perceptual learning from crawling to walking postures.     

Preparing Black and Latinx children for police encounters: Caregiver response profiles and child self-regulation

We hypothesized that the goodness-of-fit between profiles of observed, caregiver-provided ethnic–racial socialization (ERS), and child self-regulation (i.e., inhibitory control) would differentially associate with child behavioral outcomes. Conversations between 80 caregivers (45% Latinx; 55% Black) and their children (M _age  = 11.09; 46% female) were rated for ERS. Measures included an inhibitory control composite (ages 2.5–3.5) and the Child Behavior Checklist (CBCL; age 12). Three profiles were determined: Comprehensive (n  = 34), Reactive (n  = 8), and Pragmatic (n  = 38). Only youth with low inhibitory control in preschool appeared to benefit from Pragmatic ERS, whereas youth with normative or high inhibitory control in early childhood displayed lower internalizing and externalizing behaviors when they had Comprehensive or Reactive rather than Pragmatic caregivers.     

Beginning street life: Factors contributing to children working and living on the streets of Khartoum, Sudan

Understanding why some children work on the streets while others live there, and how causal factors differ by gender, is important in developing effective services for them. This study examined these questions in Sudan using participant observation, qualitative interviews, and surveys of working boys (n = 1025), working girls (n = 192), street boys (n = 397), and street girls (n = 35). Street children were less likely than working children to have local families (66% and 77%, p < 0.001), and more likely to have experienced some prior hardships, e.g. a mother's death (17% and 10%, p < 0.001), or coming from the war-torn south (30% and 10%, p < 0.001). 70% of street children and 10% of working children had abused (i.e. sniffed and sucked) glue (p < 0.001); initiating glue abuse often coincided with a transition from working to living on the streets. Within groups, conditions ‘pushing’ girls to street life were often harsher than for boys. For working girls, these included death of both parents (10% and 3%, p < 0.001), and/or insufficient food at home (59% and 43%, p < 0.001). For street girls, they included having a homeless family (23% and 9%, p = 0.019), and/or insufficient food at home (63% and 40%, p = 0.008), but street girls also more often reported boredom at home (80% and 48%, p < 0.001). Services should be tailored to the particular needs of each group by gender, including community-based prevention, street-based health and safety interventions, and street child counseling and re-integration programs.     

Measuring Children's Experience of Their Right to Participate in School and Community: A Rights‐Based Approach

This paper discusses the development of a children's rights‐based measure of participation and the findings from its use in a survey of 10‐ to 11‐year‐old children (n = 3773). The measure, which was developed in collaboration with a group of children, had a high reliability (Cronbach's alpha = 0.89). Findings suggest that children's positive experience of their participation rights is higher in school than in community, and higher for girls compared to boys. It is argued that involving children in the ‘measurement’ of their own lives has the potential to generate more authentic data on children's lived experiences.     

Monolingual and bilingual infants’ word segmentation abilities in an inter‐mixed dual‐language task

Previous studies show that young monolingual infants use language‐specific cues to segment words in their native language. Here, we asked whether 8 and 10‐month‐old infants (N = 84) have the capacity to segment words in an inter‐mixed bilingual context. Infants heard an English‐French mixed passage that contained one target word in each language, and were then tested on their recognition of the two target words. The English‐monolingual and French‐monolingual infants showed evidence of segmentation in their native language, but not in the other unfamiliar language. As a group, the English‐French bilingual infants segmented in both of their native languages. However, exploratory analyses suggest that exposure to language mixing may play a role in bilingual infants’ segmentation skills. Taken together, these results indicate a close relation between language experience and word segmentation skills.     

The reasons why children work on the streets: A sample from Turkey

The phenomenon of children working on the streets is a societal issue in all underdeveloped or developing countries just as it is in Turkey. The purpose of this research was to examine the reasons that children work on the street by conducting individual in-depth interviews with working children and their mothers, choosing individuals from similar socioeconomic demographic backgrounds and making a comparison of their acceptance or rejection of working, the perception of social support received by the mothers, and their problem-solving skills. The research was a mixed study that used both qualitative and quantitative techniques. The research was conducted in two stages. In the first stage, quantitative comparisons were made of the problem-solving skills of and social support received by the mothers of children working on the streets (n = 37) and non-working children (n = 35) and of the parental acceptance or rejection/control status of working children (n = 41) and non-working children (n = 41). In the second stage, the reasons children were working on the streets were evaluated qualitatively with seven children who were working on the streets and nine mothers. The Child/Adolescent Parental Acceptance–Rejection/Control Questionnaire, the Multidimensional Scale of Perceived Social Support, the Problem-Solving Inventory, and individual interview questionnaires were used as data collection tools. The social support and problem solving skills of the mothers with children working on the streets were lower than those of the mothers whose children were not working. The main themes and sub-themes that stood out at the end of the research were socioeconomic and political factors, environmental factors, cultural factors and family factors.     

Video Deficit in Toddlers’ Object Retrieval: What Eye Movements Reveal About Online Cognition

The purpose of this study was to determine whether toddlers exhibit different eye‐movement patterns when watching real events versus video demonstrations in an object‐retrieval task. Twenty‐four‐month‐olds (N = 36) searched for a sticker on a felt board after watching an experimenter hide it behind a felt object in person or via video. Eye movements during the hiding event were recorded. Compared to those watching in‐person events, children watching video spent more time looking at the target location overall, yet they had relatively poor search performance. Visual attention to the target location predicted search performance in the video condition only; children who watched in‐person hiding events had high success rates even if they paid relatively little visual attention to the correct location. Findings are consistent with the hypothesis that toddlers process information more quickly for in‐person (versus video) events, enabling them to learn as well (or better) despite relatively low selective attention. Thus, relatively poor encoding, as well as memory retrieval, may underlie the video deficit.     

Bullied and Punished: Exploring the Links between Bullying and Discipline for Sexual and Gender Minority Youth

This study investigated connections between sexual and gender minority youths’ (SGMY) experiences with bullying victimization and their experiences with punishment. We interviewed 20 diverse adolescents (X = 18.45) about their experiences with bullying and school discipline. Using a qualitative mapping technique, we analyzed the pathways between victimization and punishment that emerged from our participants’ narratives. Our analyses revealed that among the adolescents who had experienced victimization related to their sexual orientation and/or gender identity (or expression) (n = 17), most of them (n = 15) had also experienced punishment connected to their victimization. We identified five pathways linking victimization and bullying. Further, we found that the majority of participants were navigating school contexts rife with pervasive and ongoing harassment and that adults ineffectively intervened and often compounded the harm experienced.     

Infants’ response to a mobile phone modified still‐face paradigm: Links to maternal behaviors and beliefs regarding technoference

Interruptions to parent–child interactions due to technology, or “technoference,” have been correlated with a host of negative child developmental outcomes. Yet, the influence of technoference on parent–infant interactions and infant behaviors has received less attention and more experimental work is warranted. For this study, parent–infant dyads (n = 227) completed a modified still‐face paradigm (SFP) using a mobile phone during the still‐face phase. Infant responses were coded for positive and negative affect, object and parent orientation, self‐comforting, and escape behaviors during the task. Results showed a robust still‐face effect, with infants displaying increased negative affect, decreased positive affect, increased self‐comforting, object orientation, and escape behaviors during the “still‐face” or phone distracted phase of the paradigm and frequently failing to return to baseline during the reunion phase. Older infants (older than 9 months) likewise demonstrated higher levels of negative affect across all three phases of the paradigm relative to younger infants (less than 9 months). Parent reports of technoference behavior were related to increased object orientation for younger infants. Parental technoference behaviors were also linked to more escape behaviors for younger infants and decreased object orientation in older infants during the still‐face portion of the SFP. Higher levels of technoference also appear to attenuate the negative emotional response of infants during still face. Results are discussed in relation to infants’ increasing exposure to digital technology in the context of early relationships.     

Evaluating the Nature of the Still‐Face Effect in the Double Face‐to‐Face Still‐Face Paradigm Using Different Comparison Groups

The current study explored two possible comparison groups for the double Face‐to‐Face Still‐Face (FFSF) paradigm to evaluate their effects on infant behavior and different hypotheses about the nature of the Still‐Face (SF) effect, an effect not fully understood. Mothers and their 4‐month‐old infants were randomly assigned to one of three groups, a double FFSF group (Group_FFSF, n = 44), a control, semi‐structured play group (Group_Story, n = 46), or a control, unstructured play group (Group_Play, n = 28). As hypothesized, Group_FFSF infants exhibited the classic SF response (decreased positive affect and gaze to mother; increased negative affect) and Group_Play infants showed an increase in negative affect over episodes. Contrary to expectations, Group_Story infants displayed a similar, but less intense, pattern of behavior as Group_FFSF. Taken together, the findings indicate that multiple episodes of face‐to‐face play exceeded 4‐month‐olds' regulatory capacities and that infants are sensitive to shared communicative intentions and violations of social expectations, whether these violations are negative or positive in nature.     

Perceived Parenting Styles and Values Development: A Longitudinal Study of Adolescents and Emerging Adults

This study explored parenting styles and values internalization. Perceived parenting styles were measured in Grade 7 (n = 749) and Grade 12 (n = 468), and values were measured in Grade 12 (n = 271) and one year postschool (n = 291). We measured three aspects of valuing: priority (extrinsic, intrinsic importance); regulation (controlled, autonomous); and successful enactment of values (success). Mothers’ authoritative parenting in Grade 7 predicted increased importance and autonomous regulation of values one year postschool. Fathers’ authoritative parenting in Grade 7 predicted decreased importance of extrinsic values. Fathers’ permissive parenting in Grade 7 predicted decreased importance of intrinsic values. Authoritarian parenting in Grade 12 predicted more controlled values regulation postschool, particularly for extrinsic values. Parenting in early and late adolescence predicts values internalization in emerging adulthood.