A cognitive cascade in infancy: Pathways from prematurity to later mental development

Using data from a longitudinal study of preterms and full-terms, the present study examined the structure of infant cognition at 12 months, the extent to which five 12-month abilities (attention, processing speed, recognition, recall, and representational competence) mediated the relation from prematurity to mental development at 2–3 years, and how continuity and change in infant information processing from 7 to 12 months affected later outcome. The results indicated that 12-month measures of infant information processing completely mediated the effect of prematurity on outcome and the infant measures form a ‘cognitive cascade’, similar to that seen at 7 months, in which the two more elementary abilities (attention and speed) influenced the more complex ones, which in turn influenced later cognition. Additionally, despite cross-age stability, 7-month assessments contribute to outcome independently of their 12-month counterparts, suggesting that infant abilities undergo important developmental transformations in the second half of the first year of life.     

The inversion effect in infancy: the role of internal and external features

The present work examined the changing role of inner and outer facial features in the recognition of upright and inverted faces in 5-, 7-, and 9-month-olds. Study 1 established that the “inversion effect” (impaired recognition of an inverted face) was present in infants as young as 5 months. In Study 2, internal and external features were inverted separately. Disrupting the internal configuration by inversion impaired recognition at all ages; disrupting the external configuration impaired recognition only at 5-months. In Study 3, an upright familiar face was paired with one having either novel internal or novel external features. The results confirmed that the 5-month-olds used only the external features to recognize faces, whereas older infants were as adept at using internal features as external ones. These findings suggest a shift, after 5 months, away from dependence on external features for face recognition and toward greater reliance on internal ones.     

List context fosters semantic processing: parallels between semantic and morphological facilitation when primes are forward masked

The authors examined patterns of facilitation under forward-masked priming conditions across 3 list contexts (Experiments 1-3) that varied with respect to properties of filler trials -- (a) mixed (morphological, orthographic, semantic), (b) identity, and (c) semantic -- but held the relatedness proportion constant (75%). Facilitation for targets that were related morphologically to their prime occurred regardless of filler context, but facilitation for semantically related pairs occurred only in the context of identity and semantic fillers. Facilitation was absent for orthographically similar prime-target pairs in all 3 filler contexts when matching numbers of orthographically similar word-word and word-nonword prime-target pairs rendered orthographic similarity uninformative with respect to lexicality of the target. Enhanced semantic and morphological facilitation in the context of identity and semantic relative to mixed fillers support a semantically attuned, as contrasted with a purely form-based, account of early morphological processing.     

A rational analysis of rule-based concept learning

This article proposes a new model of human concept learning that provides a rational analysis of learning feature-based concepts. This model is built upon Bayesian inference for a grammatically structured hypothesis space—a concept language of logical rules. This article compares the model predictions to human generalization judgments in several well-known category learning experiments, and finds good agreement for both average and individual participant generalizations. This article further investigates judgments for a broad set of 7-feature concepts—a more natural setting in several ways—and again finds that the model explains human performance.     

Grandparents as family stabilizers during economic hardship in Bulgaria

T he present study of three generations' families living together during a period of marked economic dislocation investigates whether supportive grandparents can ameliorate the negative effects of economic stress on parenting and on teen outcomes. The study focuses on harsh parenting and adolescent depression, which has been shown to be especially responsive to economic stress. Three hypotheses were investigated: (1) in extended families there is a link between economic adversity and adolescent depression that is mediated by harsh parenting; (2) grandparent support diminishes the relationship between economic pressure and harsh parenting; and (3) grandparent support diminishes the relationship between harsh parenting and adolescent depression. Data were collected from a community sample of 62 extended families with an adolescent during a period of marked economic dislocation in Bulgaria. Mothers, fathers, and adolescents completed questionnaires about perceived economic pressure, parents' harsh parenting, and perceived support of grandparents. Adolescents also completed a measure of self‐reported depression. Additional interviews were conducted with every eligible family member about family relations. Results showed that even though there was significant economic stress reported by parents, adolescents reported moderate levels of depression and low levels of harsh parenting by mothers and fathers. Correlation and regression analyses revealed that whenever respondents experienced support by grandparents, it made a difference for family members. More specifically, despite economic stress, mothers who experienced the support of grandparents tended to exercise less harsh parenting practices than mothers who lacked such support. Furthermore, when grandparents were supportive, harsh parenting was not associated with adolescent depression. These findings are discussed in the light of existing studies of families under economic pressure with a special focus on extended family relations and the role of cultural context.     

A Practical Guide to Experience-Sampling Procedures

Experience-sampling is a powerful method for understanding a range of psychological phenomena as they occur in the daily lives of individuals. In this primer, we discuss the different techniques, equipment, and design options available to the experience-sampling researcher. We place special emphasis on computerized procedures and discuss the crucial social dynamic of the research team, which optimizes the success of experience-sampling procedures.     

Mediational behaviours of preschoolers teaching their younger siblings

There is very little research on the process of teaching in sibling interaction. The current study was designed to explore teaching behaviours of preschoolers and their effects on their toddler siblings. Participants were 40 dyads of 5‐yr‐olds and their 3‐yr‐old siblings from a middle class urban community in Israel. The children were divided into four equal groups based on gender and age of the siblings in each dyad. The children were visited at home and invited to play with two puzzles and two Lego games. Their play interaction with their siblings was videotaped. The observations were analysed using the observing mediational interaction (OMI) scale, assessing the frequency and style of the following behaviours: Focussing, Affecting, Encouraging, Expanding, and Regulating Behaviour. The younger siblings' success in playing the games was evaluated using a 5‐point scale. The frequency of teaching behaviours in sibling interaction was found to be related to the younger siblings' success on the games. Affecting and Encouraging were significantly related to the younger siblings' level of success on the games. The teaching behaviours of older siblings were characterized by relatively high frequencies of Regulation of Behavior and Encouraging, moderate frequencies of Affecting and low frequencies of Expanding. Boys were found to receive more teaching behaviours than girls. Older brothers and sisters showed higher frequencies of teaching behaviour in interactions with their younger brothers than with their younger sisters. Copyright © 2003 John Wiley & Sons, Ltd.     

Performing and Declining PGD: Accounts of Jewish Israeli Women Who Carry a <Emphasis Type="Italic">BRCA1/2</Emphasis> Mutation or Partners of Male Mutation Carriers

To describe factors associated with preimplantation genetic diagnosis (PGD) decisions among Jewish Israeli BRCA1/2 carriers or spouses of a male carrier, we contacted all women who initiated PGD consultation for embryonic BRCA1/2 mutation detection at Sheba Medical Center, prior to March 2014. Applying a qualitative approach, we asked women to elaborate on the factors they considered in either opting for PGD or discontinuing the screening procedure. Participants were 18 Jewish Israeli women; 14 were carriers of one of the Ashkenazi founder mutations in BRCA1/2, and four were spouses of male mutation carriers, who underwent at least one cycle of PGD. Prior to seeking PGD, ten of the women had no children. At the time of the interview, all but three had at least one child. Three factors emerged as key motivators for PGD: having witnessed the disease in a close relative (n = 12); prior IVF treatment for infertility (n = 12); and having pre-existing frozen embryos (n = 6). Ten women withdrew from the PGD process due to clinical, logistical, and financial reasons. In conclusion, most women decided to withdraw from PGD instead of continuing until a successful conception was achieved. Those who opted for PGD attributed their discontinuation of further screening to the emotional burden that is greatly intensified by practical difficulties.     

The structure of memory in infants and toddlers: an SEM study with full-terms and preterms

There is considerable dispute about the nature of infant memory. Using SEM models, we examined whether popular characterizations of the structure of adult memory, including the two-process theory of recognition, are applicable in the infant and toddler years. The participants were a cohort of preterms and full-terms assessed longitudinally--at 1, 2, and 3 years--on a battery containing tasks of immediate and delayed recognition, recall, and memory span (a measure of short-term capacity). Results were in accord with adult models which assume that short- and long-term memory are distinct, and that two processes--familiarity and recollection--underlie recognition memory, while one alone--recollection--supports recall. The finding that prematurity, which entails risk of hippocampal compromise, affected recollection, but not familiarity, accords well with adult findings that hippocampal damage selectively affects recollection. These findings reveal striking similarity between the structure and theoretical underpinnings of infant and adult memory.