A typical interaction behaviour between fathers and toddlers: Teasing

The purpose of this article is threefold. First, it presents teasing behaviours towards the infant through the notion of ‘expectancy violation’, and defines what parental teasing may consist of. Secondly, the paper summarizes empirical data which show that teasing concerns more paternal than maternal behaviours. Thirdly, we speculate about a positive impact of this kind of typical paternal behaviour on cognitive and social development, as it introduces novelty and ambiguity, which must be processed, as well as negotiation of a struggle.     

Forms, uses and functions of children's favourite objects

In this study, the notion of a favourite object is used as a heuristic concept for things that children are occupied with and absorbed by. According to earlier studies, favourite objects can be grouped into four categories: forerunners of transitional objects, primary and secondary transitional objects, and favourite toys. This initial classification was compared to results of cluster analyses of characteristics of favourite objects among 32 preschool and 30 primary school children, corroborating the initial classification and specifying the typology. The distribution of types of objects was different for the two groups of children, but was not dependent on age within groups or, for the preschool children, on mental development. These results indicate that changes of favourite objects with mental maturation are slow.
The softness of the material of primary and secondary transitional objects and the preference for objects that could be kept close to the body suggest that the comforting character of these favourite objects has its root in the child's self-soothing actions with the object.     

A theory of argumentative understanding: Relationships among position preference,judgments of goodness,memory and reasoning

Data are presented that focus on the nature and development of argumentative reasoning. In particular our study describes how support for or against an issue affects memory for critical parts of an argumentative interaction, judgments of argument goodness, and the content of the reasons given in support of one view versus another. Two other factors were examined: developmental differences in argumentation skill and the conditional nature of supporting one side of an argument across varying contexts. Our results show that even seven year old children can recognize, identify, and use the basic components of an argument to provide evidence for and make judgements about their favored position. Moreover, if position support is held constant across all age groups of students, seven year old children were found to give reasons and explanations that were highly similar in content and principle to college students. The same similarities held across age with respect to biases in memory and judgements of argument goodness. The primary difference between children's and college students' argument behavior lay in the side of an argument the students chose to support. Seven year old children and some eleven yearold children supported positions that impute more value to friendship and social consequences than to the maintenance and advancement of individual rights, as specified in a contract agreement. The similarities and differences across development are discussed with respect to a theory of argumentation that speaks to the importance of understanding the nature of goal conflict and a theory of intentionality in predicting how arguments will be represented and resolved.     

儿童最初词汇的获得及其过程

本文追踪研究了两名儿童获得最初词汇的过程。结果表明:在儿童最初语音发展过程中,所发出的音节日益丰富、分化,产生了连续音节,随意性和指向性逐渐增强。儿童获得最初词汇的过程,是连续音节逐渐被有指向的词取代的过程。根据连续音节和有指向的词的比例及沟通作用的变化,儿童获得最初词汇的过程可分为各具特点的三个阶段。两名儿童的最初词汇在其词类构成和功能意义上具有很高的一致性。结合两名儿童之间的个别差异,本文还初步探讨影响儿童获得最初词汇的因素——言语中枢和言语器官的发展、认知的发展,并探讨它们之间可能存在的相互关系。     

The settler colonial roots and neoliberal afterlife of Problem Behavior Theory

Problem Behavior Theory (PBT) is an influential psychosocial theory that has shaped—and continues to shape—much research on adolescent development in the United States and abroad. It is the product of over a half-century of research conducted by psychologists-cum-behavioral scientists Lee and Richard Jessor. This article engages two striking features of the history of PBT. First, it tracks how, and to what effect, a theory elaborated to explain the so-called “deviant behavior” of a group of Native Americans was extended to explain the “problem behavior” of white, middle-class, settler youth, before coming to circulate as a universal theory of adolescent behavior. Second, it explores how a theory that was meant to explain individual behaviors by connecting them to their larger social contexts came to be embraced by researchers who have been criticized for doing precisely the opposite. To do so, this article draws from Indigenous and Settler Colonial Studies scholarship and sheds light on how the logics of settler colonialism and neoliberalism have participated in the coproduction of PBT and its reception.     

Clinicians and supervisors' experiences with developing practices of open dialogue in network meetings in public mental health services

Open Dialogue is a dialogical approach focusing on the perspectives of patients and their social networks on treatment and recovery processes. As part of a larger research project, this prospective cohort study explores what promotes and hinders the development of Open Dialogue in network meetings (ODNM) based on the experiences of thirty-seven clinicians and seven supervisors. Multistage focus group interviews were used to collect data and were analysed thematically. We generated two main themes: (1) togetherness and isolation and (2) challenging and evolving. The findings show that ODNM can be developed in public mental healthcare, but this leads to both challenges and opportunities at the organisational level, such as conflicting perspectives, the difficulty of maintaining interest in ODNM, the need for committed and involved leaders, and the growing change in the traditional view of treatment, which has made clinicians collaborate more with patients and their relatives.     

Another look at “tummy time” for primary plagiocephaly prevention and motor development

It is three decades since it was recommended that infants sleep on the back to reduce risk of sudden unexpected infant death (SUID). The SUID prevention program is known as “back to sleep” or “safe sleeping”, and this initiative is not questioned. Sleeping on the back is associated with, but not the cause of, the development of infant positional plagiocephaly, also known as deformational or a non-synostotic misshapen head when the skull sutures are open, not fused. This paper provides a synthesis of the history and impact of positional plagiocephaly. It includes a scoping review of plagiocephaly prevention facilitating motor development and reveals few articles on primary prevention which aims to prevent it developing in the first place. It is concerning that preschool-aged children with a history of infant plagiocephaly continued to receive lower developmental scores, particularly in motor development, than unaffected controls, and this may be a marker of developmental delay. Tummy-time (prone) for play is the mainstay of plagiocephaly prevention advice to minimize development of plagiocephaly and to facilitate infant motor development, particularly head control. While tummy-time has shown benefit for infant development, there is limited evidence of its effectiveness in preventing plagiocephaly and some evidence that it promotes only prone-specific motor skills. Most of the published literature is concerned with treatment post-diagnosis, in the form of reviews, or clinical notes. There is a plethora of opinion articles reinforcing tummy-time from birth for plagiocephaly prevention. The review shows that there are gaps in advice for early infant development of head control. An accepted test of head control in infants is “pull to sit” from supine which demonstrates antigravity strength of the neck flexors and coordination of the head and neck when the infant is drawn to sit from supine. This motor skill was cited as achievable by 4 months in the earliest paper on plagiocephaly in 1996. Physical therapists and others should revisit the mechanism of early infant head control development against gravity, particularly antigravity head, neck and trunk coordinated flexion movement in supine, as there has been little attention to early facilitation of this motor skill as a plagiocephaly prevention strategy. This may be achieved by considering “face time” as well as tummy time for primary prevention of plagiocephaly.     

Evaluations of pro-environmental behaviors by 7-month-old infants

Environmental morality is the foundation of a sustainable future, yet its ontogenetic origin remains unknown. In the present study, we asked whether 7-month-olds have a sense of ‘environmental morality’. Infants’ evaluations of two pro-environmental actions were assessed in both visual and reaching preferential tasks. In Experiment 1, the overt behavior of protecting (i.e., collecting artificial objects spread on a lawn) was compared with the action of harming the environment (i.e., by disregarding the objects). In Experiment 2, the covert behavior of protecting the environment (i.e., maintaining artificial objects inside a container) was compared with the action of harming the environment (i.e., littering the artificial objects on a lawn). The results showed infants’ reaching preference for the agent who performed overt pro-environmental actions (Experiment 1), and no preference for the agent who performed covert pro-environmental actions (Experiment 2). These findings reveal a rudimentary ecological sense and suggest that infants require different abilities to evaluate overt impact-oriented and covert intend-oriented pro-environmental behaviors.     

Maternal-infant bonding and partner support during pregnancy and postpartum: Associations with early child social-emotional development

The first 1000 days after conception are considered critical for healthy development and well-being throughout life. Fundamental to health practices during pregnancy and positive parenting after birth is the development of maternal-infant bonding. Previous research has demonstrated the importance of having an involved partner during pregnancy and in parenting for optimal maternal-infant bonding. The current study examined maternal-infant bonding and partner support during pregnancy and the postpartum period, and their associations with early child social-emotional development. A total of 227 women completed the Pre- and Postnatal Bonding Scale (PPBS) and Tilburg Pregnancy Distress Scale (TPDS) during pregnancy (32 weeks of gestation) and at 8 months postpartum, assessing maternal-infant bonding and partner support. Additionally, a questionnaire on social-emotional behavior of the Bayley Scales of Infant and Toddler Development was administered to mothers to measure child development at 2 years of age. Path analyses revealed an indirect positive effect of prenatal maternal-infant bonding on child social-emotional development through postnatal maternal-infant bonding, as well as mediating effects of pre- and postnatal maternal-infant bonding on the association between pre- and postnatal partner support and child social-emotional development. Our findings support the notion that an emotional connection from mother to child originates in pregnancy and that experiencing positive feelings towards the fetus promotes positive maternal-infant bonding after birth and social-emotional capacities of the child. Additionally, having a supportive partner during pregnancy and postpartum, might be essential for the development of optimal maternal-infant bonding.     

THE CUMULATIVE QUALITY OF CULTURE EXPLAINS HUMAN UNIQUENESS

What explains the unique features of human culture? Culture is not uniquely human, but human culture is uniquely cumulative. Cumulative culture is a product of our collective intelligence and is supported by cognitive processes and learning strategies that enable people to acquire, transform, and transmit information and technologies within and across generations. Technological and social innovations are currently driving unprecedented changes in cultural complexity and diversity. Innovation is a cognitively and socially complex, multistep process that typically requires (cumulative) cultural learning to achieve. I argue that the technological solutions that characterize twenty-first-century innovation can only be explained by understanding both the capacity to learn from and build upon the insights of others and the transmission systems that store the knowledge and technologies of previous generations. Human uniqueness is a product of cumulative cultural learning, transmission, and innovation.