Fluid intelligence, memory span, and temperament difficulties predict academic performance of young adolescents

There are several candidate measures when asking which psychological construct significantly predicts academic performance. Hundreds of studies have addressed this issue by measuring intelligence, basic cognitive processes, or personality. However, the simultaneous consideration of a broad and varied array of measures is much less common. Here we consider several cognitive and personality measures concurrently to define latent factors representing six constructs of presumed interest: fluid intelligence, short-term memory, working memory, processing speed, controlled attention, and temperament difficulties. One hundred and thirty-five secondary school students were tested. Their academic performance was measured by average grades in the nine scholastic areas of their curriculum. The main finding shows that a latent factor defined by fluid intelligence and memory span along with a latent factor defined by impulsiveness, sensation seeking, and lack of fear account for an impressive figure of 60% of the variance in academic performance.     

Temperament and early stuttering intervention: Two perspectives

PurposeTo discuss clinical applications of research findings about temperament and early stuttering.MethodA “1000-bytes” format (Onslow & Millard, 2012) was used to provide readers with contemporaneous observation of a “conversation” between the authors. The conversation is proceeded by a prologue and followed by concluding statements from each author.ResultsOne author contended that comprehensive, multidimensional assessment of temperament domains is essential during clinical management of early stuttering, and the results of that assessment are best incorporated into a multifactorial treatment approach. The other author contested that view, arguing that such an approach is not empirically justifiable at present.ConclusionsThe authors agree about the salience of research on temperament and early stuttering but have different perspectives about the topic when applied to providing health care for early stuttering.     

Social and individual factors modulate parent-infant interactions: Lessons from free play sessions in an Argentine sample

In this study, we aimed to explore the associations between socioeconomic status (SES) (i.e., parents’ education and occupation, quality of the home and overcrowding), temperament styles (i.e., surgency, negative emotionality and regulatory capacity) and early dyadic and triadic nonverbal communication behaviors. We recruited 60 mother-infant dyads (mean age: 10.89 months, range: 9–13 months) low-to-mid SES, and assessed the duration of their communication behaviors using the Bakeman and Adamson (1984); SES was measured using INDEC Scale (2001), and temperament was assessed using the Infant Behavior Questionnaire-Revised Very Short Form (IBQ-R VSF, Putnam et al., 2014). Results showed that SES and their subdimensions were positively associated with passive, coordinated joint engagement (coordinated attention to person and object) and surgency, and negative with infant passive observation. Also, there were positive correlations between negative emotionality and unengaged attention behavior. We conclude that SES contributed to parent-infant interactions and temperament style from early months of life. We interpret these findings in relation to early intervention approaches aimed at promoting cognitive and social development.     

Just the way you are. Understanding emotion regulation strategies in youth from temperamental differences

High negative emotionality (NE), low positive emotionality (PE), and low effortful control (EC) have repeatedly been independently associated with youth depressive symptoms. Less research examined the joint contributions of these traits on such symptoms and, despite of clinical relevance, no study investigated how these traits jointly contribute to emotion regulation problems. The present study examined temperamental profiles in youth as well as their link with depressive symptoms and emotion regulation strategies in 1098 Flemish youth (60% girls, 7–17 years). Latent profile analyses identified a 4-profile solution (resilient, vulnerable, average, reactive-undercontrolled) to best fit the data. Meaningful associations emerged between these temperamental profiles, symptoms, and one’s preferred emotion regulation repertoire, including profile-specific emotion regulation deficits.     

Infant affect response in the face-to-face still face among Chinese- and European American mother-infant dyads

Early face-to-face interactions with caregivers allow infants to learn how to express and exchange emotions with others. Within the field, however, the research regarding infant regulatory processes across cultures remains limited. The Double Face-to-Face Still Face (FFSF) paradigm provided an opportunity to examine infant affect in dyadic interactions with European American (EA, n = 54) and Chinese American (CA, n = 48) infants and caregivers. Consistent with our hypothesis that CA infants are less reactive than EA infants, CA infants in our study showed less negative and more neutral affect compared to EA infants. We also examined the number of infants who were unable to complete the full FFSF paradigm due to high levels of distress (e.g., 30-sec of sustained hard cries). Compared to EA infants, more CA infants were unable to complete the paradigm due to negative affect (e.g., sustained cries). Analyses showed an association between mothers’ negative affect from the start of the paradigm with infant incompletion of the paradigm. These findings point to cultural differences in infant affect within the FFSF. As well, researchers should consider the characteristics of infants who do not complete the FFSF paradigm as they can provide meaningful data in understanding infant affect and regulation. Taken together, our findings suggest that the Double FFSF paradigm provides a reasonable threshold for distinguishing infants on their ability to regulate during a repeated social stressor.     

Early development of attentional disengagement and phasic alertness

Attention development is a critical foundation for cognitive abilities. This study examines the relationship between phasic aspects of alertness and disengagement in infants, using the overlap paradigm. Research shows that visual disengagement in overlap condition is modulated by auditory cues in 6-year-olds. Our participants were aged 6 months (N = 20), 12 months (N = 27), and 24 months (N = 14). Phasic alertness during overlap and no-overlap tasks was manipulated using a spatially nondirective warning signal shortly before onset of the peripheral target. Responses in overlap condition were slower and fewer than in no-overlap condition. The signal showed a tendency to reduce latencies in both overlap and no-overlap conditions. While our hypothesis that the warning signal might be more effective in younger infants was not supported, we confirmed the association reported in previous studies between temperamental soothability and disengagement latencies in infancy.     

Cognition and the development of temperament from late childhood to early adolescence

Temperament is related to cognition, but it is unclear whether reciprocal associations exist with early developmental trajectories. Children from the Longitudinal Study of Australian Children (N = 8,677) were assessed over four waves on verbal ability at ages 8/9, nonverbal ability at ages 8/9 and 10/11, and parent-rated temperament every two years from ages 8/9 to 14/15. Latent difference score analyses indicated correlated changes between ages 8/9 and 10/11. Increased nonverbal ability over the first two years was associated with declined reactivity and increased persistence. Latent growth curve models further indicated that nonverbal and verbal ability at baseline were associated with declined reactivity and increased persistence over the six years. These findings suggest bidirectional associations between childhood cognitive ability and temperament development.     

Shame and guilt development in preschoolers: The role of context,audience and individual characteristics

The study examined the early development of shame and guilt, the individual differences related to them and the role of situation and audience. Fifty-eight children aged 3 to 5 years were observed in two paradigms: moral, in which they were led to believe that they had broken an object, and non-moral, in which they failed an easy task. Each session was led twice, with an adult and with a peer. Temperament and conduct were assessed through parental reports. Results showed that older children expressed more guilt than younger children. Shame-proneness was characterized by bodily tension, reticence and gaze avoidance, whereas guilt-proneness by latency to repair and confession. Children were able to distinguish the moral from the non-moral situation and, only in the former, shame was associated with difficult temperament and with emotional problems, whereas guilt was correlated with adaptive characteristics. Finally, children mainly expressed distress with the adult, who holds the authority.     

The relation of parenting,child temperament,and attachment security in early childhood to social competence at school entry

A wealth of research demonstrates the importance of early parent–child interactions on children's social functioning. However, less is known about the interrelations between child and parent characteristics and parent–child interactions in early childhood. Moreover, few studies have broadly examined the longitudinal relations between these constructs and social competence. This study is an examination of the relations between parent responsiveness, negativity, and emotional supportiveness, attachment security, and child temperament, and their impact on children's social competence from infancy to kindergarten entry. The sample was derived from the Early Childhood Longitudinal Study – Birth Cohort and included 6850 parent–child dyads. Observational and rating scale data were used. The proposed model was nearly fully supported by path analysis, and it provides insight into the complex relations between early parenting behaviors, child characteristics, and parent–child interactions in the development of social competence.     

The association between temperament and depressive symptoms in adolescence: Brooding and reflection as potential mediators

This study examined whether rumination subtypes (brooding and reflection) mediated prospective associations between temperament (negative emotionality and positive emotionality) and depressive symptoms in a community sample of 423 adolescents. Effortful control and sex were examined as potential moderators of the mediated pathway. Youth self-reported negative emotionality (NE), positive emotionality (PE), and effortful control (EC) at age 12; brooding and reflection subtypes of rumination at age 14; and depressive symptoms at ages 12, 14, and 15. Hierarchical linear regression analyses indicated that, controlling for initial levels of depressive symptoms, high NE, but not low PE, predicted increases in depressive symptoms from age 12 to age 15. Brooding, but not reflection, mediated the association between NE and depressive symptoms. Neither sex nor EC moderated either indirect pathway in the mediated model. The results confirm and extend previous findings on the association between affective and cognitive vulnerability factors in predicting depressive symptoms in adolescence.