Infants’ persistence and mothers’ teaching as predictors of toddlers’ cognitive development

Banerjee, P. Nina; Tamis-LeMonda, Catherine S.

doi:10.1016/j.infbeh.2006.12.001

Cited by 66 publications

(44 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As observed in the coding tapes, children who had the ability independently to pick up, turn over, and press buttons on toys scored higher on these object-oriented categories of mastery motivation, while those children who required their parent's help to accomplish the same goals did not score as high. This finding supports other studies that suggest that mastery motivation is not a simple construct linked to receptive language or cognition, particularly in children with disabilities (e.g., Banerjee & Tamis-LeMonda, 2007). On multiple studies, children with developmental disabilities showed poorer persistence during motorically complex puzzle tasks when compared to children with typical development (Hauser-Cram, 1996;Kozub et al, 2000).…”

Section: Effect Of Motor Skills On Mastery Motivationsupporting

confidence: 88%

“…Stability in mastery motivation over time for children has been attributed to a close association between mastery motivation and a child's cognitive skills, as well as other genetic influences on children (Deater-Deckard, Petrill, Thompson, & DeThorne, 2006); however, some research has reported discrepancies in patterns between persistence and cognition as early as 6 and 14 months in children who are developing typically (Banerjee & Tamis-LeMonda, 2007). In a study by Glenn, Dayus, Cunningham, and Hogan (2001), children with Down syndrome increased their object-based mastery motivation of behaviors such as persistence between the developmental ages of 6 and 12 months; in at least one study (Blair, Greenberg, & Crnic, 2001), they caught up to mastery motivation skills of children with typical development by age 5.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Mastery motivation in children with complex communication needs: longitudinal data analysis

Medeiros

Cress

Lambert

2016

Augmentative and Alternative Communication

View full text Add to dashboard Cite

This study compared longitudinal changes in mastery motivation during parent-child free play for 37 children with complex communication needs. Mastery motivation manifests as a willingness to work hard at tasks that are challenging, which is an important quality to overcoming the challenges involved in successful expressive communication using AAC. Unprompted parent-child play episodes were identified in three assessment sessions over an 18-month period and coded for nine categories of mastery motivation in social and object play. All of the object-oriented mastery motivation categories and one social mastery motivation category showed an influence of motor skills after controlling for receptive language. Object play elicited significantly more of all of the object-focused mastery motivation categories than social play, and social play elicited more of one type of social-focused mastery motivation behavior than object play. Mastery motivation variables did not differ significantly over time for children. Potential physical and interpersonal influences on mastery motivation for parents and children with complex communication needs are discussed, including broadening the procedures and definitions of mastery motivation beyond object-oriented measurements for children with complex communication needs.

show abstract

Section: Effect Of Motor Skills On Mastery Motivationsupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

Mastery motivation in children with complex communication needs: longitudinal data analysis

Medeiros

Cress

Lambert

2016

Augmentative and Alternative Communication

View full text Add to dashboard Cite

show abstract

“…24 – 26 Through teaching, mothers who are sensitive and responsive to their child’s emotions, and who provide access to stimulating objects and encourage a child to progress just beyond their current level, may foster both persistence and advanced cognitive development in the future. 27 …”

Section: Discussionmentioning

confidence: 99%

Contribution of Parenting Factors to the Developmental Attainment of 9-Month-Old Infants: Results From the Japan Children’s Study

Cheng

Maeda

Tomiwa

et al. 2009

Journal of Epidemiology

View full text Add to dashboard Cite

BackgroundChild development integrates several interdependent domains, but few studies have attempted to identify the common factors that contribute to these different domains of development in infancy. The aim of the present study was to identify the factors that contribute to several domains of developmental attainment in 9-month-old infants.MethodsWe used data from the Japan Children’s Study, a prospective cohort study underway in Japan since 2005. Mothers completed questionnaires about their children’s temperament, coparenting behaviors, maternal parenting stress, and parenting behavior. The Kinder infant development scale was used to evaluate child development outcomes.ResultsA total of 270 children were included in this analysis. After adjusting for the children’s birth weight, gestational age, temperament, and other family environmental variables, multiple logistic regression analyses showed that greater maternal cognitive stimulation was associated with the development of receptive language, expressive language, social relationships, and feeding. Results also suggest that early supportive coparenting helped to promote development in manipulation, receptive language, and social relationships. Maternal parenting stress was stable between the infant ages of 4 and 9 months and was negatively correlated with scores for coparenting and maternal stimulation, which suggests an indirect effect of maternal parenting stress on child outcomes.ConclusionsSupportive coparenting and maternal cognitive stimulation were the most important contributors to most domains of child development. Our findings suggest that educational interventions targeting young families would help parents establish and maintain an environment of successful coparenting and cognitive stimulation as their children grow.

show abstract

“…In general, research examining the role of interactional quality on child learning outcomes has largely relied on older age groups or familiar tasks (e.g., Laosa, 1980; Britto et al, 2006; Fisher et al, 2013); but caregiver teaching has also been examined in infants (Dixon et al, 1984; Brachfeld-Child, 1986; Banerjee and Tamis-LeMonda, 2007). For example, Brachfeld-Child (1986) found that parents use a variety of teaching strategies when asked to teach their 8-month-olds a new skill – putting a cube in a cup – including attention-getting behaviors and pointing, making the test object more accessible and stable, and vocalizing.…”

Section: Introductionmentioning

confidence: 99%

“…For example, Brachfeld-Child (1986) found that parents use a variety of teaching strategies when asked to teach their 8-month-olds a new skill – putting a cube in a cup – including attention-getting behaviors and pointing, making the test object more accessible and stable, and vocalizing. This research has primarily focused on providing broad descriptions of maternal behavior and child behavior (e.g., persistence) without connecting the teaching to immediate infant success on a task (e.g., Britto et al, 2006; Banerjee and Tamis-LeMonda, 2007). Even when immediate success has been measured (e.g., Laosa, 1980), the success rate has been low, suggesting that the task may not have been developmentally appropriate for the age group tested.…”

Section: Introductionmentioning

confidence: 99%

The Role of Interactional Quality in Learning from Touch Screens during Infancy: Context Matters

Zack

Barr

2016

Front. Psychol.

View full text Add to dashboard Cite

Interactional quality has been shown to enhance learning during book reading and play, but has not been examined during touch screen use. Learning to apply knowledge from a touch screen is complex for infants because it involves transfer of learning between a two-dimensional (2D) screen and three-dimensional (3D) object in the physical world. This study uses a touch screen procedure to examine interactional quality measured via maternal structuring, diversity of maternal language, and dyadic emotional responsiveness and infant outcomes during a transfer of learning task. Fifty 15-month-old infants and their mothers participated in this semi-naturalistic teaching task. Mothers were given a 3D object, and a static image of the object presented on a touch screen. Mothers had 5 min to teach their infant that a button on the real toy works in the same way as a virtual button on the touch screen (or vice versa). Overall, 64% of infants learned how to make the button work, transferring learning from the touch screen to the 3D object or vice versa. Infants were just as successful in the 3D to 2D transfer direction as they were in the 2D to 3D transfer direction. A cluster analysis based on emotional responsiveness, the proportion of diverse maternal verbal input, and amount of maternal structuring resulted in two levels of interactional quality: high quality and moderate quality. A logistic regression revealed the level of interactional quality predicted infant transfer. Infants were 19 times more likely to succeed and transfer learning between the touch screen and real object if they were in a high interactional quality dyad, even after controlling for infant activity levels. The present findings suggest that interactional quality between mother and infant plays an important role in making touch screens effective teaching tools for infants’ learning.

show abstract

Infants’ persistence and mothers’ teaching as predictors of toddlers’ cognitive development

Cited by 66 publications

References 32 publications

Mastery motivation in children with complex communication needs: longitudinal data analysis

Mastery motivation in children with complex communication needs: longitudinal data analysis

Contribution of Parenting Factors to the Developmental Attainment of 9-Month-Old Infants: Results From the Japan Children’s Study

The Role of Interactional Quality in Learning from Touch Screens during Infancy: Context Matters

Contact Info

Product

Resources

About