Agreement between affectively based observational and parent-report measures of temperament at infant age 6 months

Bridges, Lisa J.; Palmer, Sherri A.; Morales, Michael J.; Hurtado, Maria; Tsai, David J. S.

doi:10.1016/0163-6383(93)80008-v

Cited by 30 publications

(23 citation statements)

References 2 publications

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“…A longitudinal study utilizing the IBQ demonstrated stability as well as convergence between this measure and home observation ratings of infant temperament [37]. Convergence between laboratory observation ratings of temperament and the IBQ scales has been consistently reported [40][41][42]. For example, the IBQ Fear scale was concurrently and longitudinally correlated with laboratory based measures of the inhibited approach [43].…”

Section: Methodsmentioning

confidence: 98%

Studying Cross-cultural Differences in the Development of Infant Temperament: People’s Republic of China, the United States of America, and Spain

Gartstein

González²,

Carranza³

et al. 2006

Child Psychiatry Hum Dev

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Investigated early development of temperament across three cultures: People's Republic of China (PRC), United States of America (US), and Spain, utilizing a longitudinal design (assessments at 3, 6, and 9 months of age). Selection of these countries presented an opportunity to conduct Eastern-Western/Individualistic-Collectivistic comparisons. The greatest number of significant differences (i.e., involving more temperament dimensions) was anticipated for the US (Western/Individualistic) and PRC (Eastern/Collectivistic) comparisons. The US sample included 66, the PRC group 69, and the Spanish sample, 60 mothers, all of whom completed the Infant Behavior Questionnaire (IBQ) 3 times, when their infants were 3, 6, and 9 months of age. Results related to mean group differences were generally consistent with our hypotheses, demonstrating a greater number of significant differences for US versus PRC, with fewer differences observed for US and Spain. Analyses addressing developmental changes in temperament indicated patterns consistent with a priori expectations and cross-cultural differences.

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Section: Methodsmentioning

confidence: 98%

Studying Cross-cultural Differences in the Development of Infant Temperament: People’s Republic of China, the United States of America, and Spain

Gartstein

González²,

Carranza³

et al. 2006

Child Psychiatry Hum Dev

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“…Studies examining correspondence between parent report measures of temperament and observer ratings have reported conflicting results. For example, parental report measures of temperament demonstrated moderate correspondence to observer ratings of temperament based on infant behavior in a laboratory situation (Bridges et al 1993;Clarke-Stewart et al 2000). However, in another study, there was little evidence of motherobserver correspondence on assessments of temperament (Seifer et al 1994).…”

Section: Introductionmentioning

confidence: 97%

Use of Home Videotapes to Confirm Parental Reports of Regression in Autism

Goldberg

Thorsen

Osann

et al. 2007

J Autism Dev Disord

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The current study examined consistency between parental reports on early language development and behaviors in non-language domains and observer-coded videotapes of young children with and without autism spectrum disorder (ASD) and autistic regression. Data are reported on 56 children (84% male) with ASD (early onset or autistic regression) and 14 typically developing children (57% male) who had home videotapes. Unique to the current study is the independent identification of loss/no loss for each child by both parental report and observer-coded home videotapes and the examination of agreement between these two methods. Results indicate substantial concordance between parental report and observer codes for onset and loss of expressive language, but minimal concordance for loss in non-language domains, suggesting a need for supplementation of parental reports in these areas.

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“…In addition, parent report has been validated against children's actual laboratory behavior (e.g., Bridges, Palmer, Morales, Hurtado, & Tsai, 1993;Goldsmith & Rothbart, 1991;Smith et al, 1997).…”

Section: Methodsmentioning

confidence: 99%

Temperamental and Joint Attentional Predictors of Language Development

Salley

Dixon

2007

Merrill-Palmer Quarterly

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Individual differences in child temperament have been associated with individual differences in language development. Similarly, relationships have been reported between early nonverbal social communication (joint attention) and both temperament and language. The present study examined whether individual differences in joint attention might mediate temperament-language relationships. Temperament, language, and joint attention were assessed in 51 21-month-olds. Results indicated an inverse relationship between aspects of temperamental difficulty, including low executive control and high negative affect, and language development. Temperamental aspects of negative affect were also inversely predictive of joint attention. However, the utility of a model in which joint attention mediates the relationship between temperament and language during the second year was not supported.A growing body of literature has revealed relationships between children's temperament and their language development. Researchers have linked specific temperamental dimensions such as attention span and positive emotionality to both productive and receptive language, and they have done so repeatedly across multiple lab settings (Dixon & Smith, 2000;Karrass, 2002;Matheny, 1989;Morales, et al., 2000a;Slomkowski, Nelson, Dunn, & Plomin, 1992). The general finding has been that children with aspects of temperamental easiness (i.e., affective positivity, long attention span) tend to be relatively linguistically advanced. Although the correlational nature of these studies makes it premature to draw conclusions with respect to directions of effect, a bidirectional influence seem reasonable. For example, just as heightened linguistic sophistication may contribute to ease of interpersonal communication and relatively positive affect as a result of successful communication, so too might temperamental positive affect contribute to increased opportunities for language acquisition. In the present article, we focus on the potential impact of temperament on language, and consider ways in which temperament might be expected to influence language development.Following the assumption that temperament contributes to language development, we must ask how it would do so. Rieser-Danner (2003) has postulated that temperament may have both direct and indirect impacts on language and cognitive functioning. In terms of a direct route of influence, children's difficult temperaments might simply limit the extent to which they can process linguistically relevant information during language acquisition events. This possibility is consistent with Rothbart and Bates (1998), who suggested that the attentional components of temperament form part of an overarching behavioral control system, which, as a function of anterior brain maturation, becomes increasingly weighted through early development with modulating dimensions of temperament associated with emotionality. Thus, when children are Correspondence concerning this article should be addressed to Wallace Dixon, Depa...

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Agreement between affectively based observational and parent-report measures of temperament at infant age 6 months

Cited by 30 publications

References 2 publications

Studying Cross-cultural Differences in the Development of Infant Temperament: People’s Republic of China, the United States of America, and Spain

Studying Cross-cultural Differences in the Development of Infant Temperament: People’s Republic of China, the United States of America, and Spain

Use of Home Videotapes to Confirm Parental Reports of Regression in Autism

Temperamental and Joint Attentional Predictors of Language Development

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