Contextual risks, child problem-solving profiles, and socioemotional functioning: Testing the specialization hypothesis

Guided by the evolutionary perspective and specialization hypothesis, this multi-method (behavioral observation, questionnaire) longitudinal study adopted a person-centered approach to explore children’s problem-solving skills within different contexts. Participants were 235 young children (M age = 2.97 years at the first measurement occasion) and their parents assessed in two measurement occasions spaced one year apart. Latent profile analyses revealed four unique problem-solving profiles, capturing variability in children’s performance, and observed engagement in abstract vs. reward-oriented (RO) problem-solving tasks at wave one. The four profiles included: (a) a high-abstract-high-RO, (b) a high-abstract-low-RO, (c) a low-abstract-high-RO, and (d) a low-abstract-low-RO classes. Contextual risks within and outside families during wave one, including greater neighborhood crime, impoverishment, and observed lower maternal sensitivity were linked to the elevated likelihood for children from the two profiles with low-abstract problem-solving, particularly those from the low-abstract-high-RO problem-solving profile. Furthermore, child problem-solving profiles were linked to meaningful differences in their socioemotional functioning one year later. The present finding has important implications in revealing the heterogeneity in child problem-solving within different contexts that responded differently to contextual risks. In addition, this study advanced the understanding of the developmental implications of child problem-solving capacity.

Does Music Training Improve Emotion Recognition Abilities? A Critical Review

There is widespread interest in the possibility that music training enhances nonmusical abilities. This possibility has been examined primarily for speech perception and domain-general abilities such as IQ. Although social and emotional processes are central to many musical activities, transfer from music training to socioemotional skills remains underexplored. Here we synthesize results from studies examining associations between music training and emotion recognition in voices and faces. Enhancements are typically observed for vocal emotions but not for faces, although most evidence is cross-sectional. These findings are discussed considering the design features of the studies. Future research could explore further the neurocognitive mechanisms underlying musician-related differences in emotion recognition, the role of predispositions, and the implications for broader aspects of socioemotional functioning.

Stress, anxiety and socioemotional functioning during Covid-19 in children, adults and parent-child dyads: behavioral evidence and neural premarkers

We describe data on an extensively characterized group of children and adults (N=69, 41♀, age range=7-51y, including 26 children and mothers) with a total of ~2’500 tests conducted prior to and during the Covid-19 pandemic. Our findings indicate significant effects of Covid-19-related restrictions on mental well-being and psychosocial functioning in children and adults, with changes associated with duration or easing of restrictions. Well-being in mother-child dyads was strongly correlated. For children, time spent outside and friends met were a significant predictor of mood. Additionally, neural correlates of mentalizing in prefrontal regions, assessed prior to Covid-19, preceded later development of fear of illnesses and viruses for all participants, while, among mothers, temporoparietal activation preceded higher perceived burden of care during restrictions.

Global perspectives on physical and nonphysical discipline: A Bayesian multilevel analysis

Background and Objective: Sixty countries worldwide have banned the use of physical punishment, yet little is known about the association of physical and nonphysical forms of child discipline with child development in a global context. The objective of this study is to examine whether physical punishment and nonphysical discipline are associated with child socioemotional functioning in a global sample of families from 62 countries and whether country-level normativeness of physical punishment and nonphysical discipline moderated those associations. Methods: Data for this study are from 215,885 families in the fourth and fifth rounds of the United Nations Children’s Fund Multiple Indicator Cluster Surveys. Bayesian multilevel logistic models were used to analyze the associations of physical punishment and nonphysical discipline (i.e., taking away privileges and verbal reasoning) with three different outcomes representing children’s socioemotional functioning: getting along well with other children, aggression, and becoming distracted. Results: The use of physical punishment was not associated with getting along with other children, was associated with increased aggression, and was associated with increases in distraction. Taking away privileges was associated with lower levels of getting along with other children, higher levels of aggression, and higher levels of becoming distracted. Verbal reasoning (i.e., explaining why a behavior was wrong) was associated with higher levels of getting along with other children, higher levels of aggression, and higher levels of becoming distracted. Country-level normativeness moderated some of these associations but in general the direction of effects was consistent. Conclusions: Results suggest that eliminating physical punishment would benefit children across the globe and align with the United Nations Convention on the Rights of the Child, which calls for all children to be free from physical violence. More attention needs to be focused on the associations of nonphysical forms of discipline with child functioning across the globe.

Family Structure and Secondary Exposure to Violence in the Context of Varying Neighborhood Risks and Resources

Secondary exposure to violence in the community is a prevalent developmental risk with implications for youths’ short- and long-term socioemotional functioning. This study used longitudinal, multilevel data from the Project on Human Development in Chicago Neighborhoods to consider how family structure, including parental instability, is associated with youths’ secondary exposure to violence across diverse neighborhood contexts. Results showed that both living in a stable single-parent household and experiencing parental instability were associated with greater secondary exposure to violence compared with living in a stable two-parent household. The associations between having a single parent or experiencing parental instability and secondary exposure to violence were especially strong in neighborhoods with high levels of crime and strong neighborhood ties.

Linear Growth Trajectories in Early Childhood and Adult Cognitive and Socioemotional Functioning in a Guatemalan Cohort

ABSTRACT Background Growth faltering in early childhood is associated with poor human capital attainment, but associations of linear growth in childhood with executive and socioemotional functioning in adulthood are understudied. Objectives In a Guatemalan cohort, we identified distinct trajectories of linear growth in early childhood, assessed their predictors, and examined associations between growth trajectories and neurodevelopmental outcomes in adulthood. We also assessed the mediating role of schooling on the association of growth trajectories with adult cognitive outcomes. Methods In 2017–2019, we prospectively followed 1499 Guatemalan adults who participated in a food supplementation trial in early childhood (1969–1977). We derived height-for-age sex-specific growth trajectories from birth to 84 mo using latent class growth analysis. Results We identified 3 growth trajectories (low, intermediate, high) with parallel slopes and intercepts already differentiated at birth in both sexes. Children of taller mothers were more likely to belong to the high and intermediate trajectories [relative risk ratio (RRR): 1.21; 95% CI: 1.15, 1.26, and RRR: 1.11; 95% CI: 1.07, 1.15, per 1-cm increase in height, respectively] compared with the low trajectory. Children in the wealthiest compared with the poorest socioeconomic tertile were more likely to belong to the high trajectory compared with the low trajectory (RRR: 2.24; 95% CI: 1.29, 3.88). In males, membership in the high compared with low trajectory was positively associated with nonverbal fluid intelligence, working memory, inhibitory control, and cognitive flexibility at ages 40–57 y. Sex-adjusted results showed that membership in the high compared with low trajectory was positively associated with meaning and purpose scores at ages 40–57 y. Associations of intermediate compared with low growth trajectories with study outcomes were also positive but of lesser magnitude. Schooling partially mediated the associations between high and intermediate growth trajectories and measures of cognitive ability in adulthood. Conclusions Modifiable and nonmodifiable risk factors predicted growth throughout childhood. Membership in the high and intermediate growth trajectories was positively associated with adult cognitive and socioemotional functioning.