Wait For It! A Twin Study of Inhibitory Control in Early Childhood

Gagne, Jeffrey R.; Saudino, Kimberly J.

doi:10.1007/s10519-009-9316-6

Cited by 55 publications

(66 citation statements)

References 62 publications

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“…Specifically, high levels of inhibitory control were associated with high levels of reparation via the positive associations of caregiver-reported sympathy and guilt. The primacy of inhibitory control in this mediational chain is in line with recent twin studies documenting a significant genetic component of inhibitory control (Gagne & Saudino, 2010;Gagne et al, 2011). For example, Gagne and Saudino (2010) found that genetic factors accounted for 58% of the variance in caregiver-reported inhibitory control in a sample of 294, 24-month-old twin pairs.…”

Section: Discussionsupporting

confidence: 77%

“…Similar to its hypothesized role in promoting sympathy, inhibitory control may afford children with the regulatory capacity to curb overarousal (e.g., anger and frustration), reflect upon the wrongfulness of their transgression (e.g., feel guilty), and engage in reparation. The primacy of inhibitory control in this theoretical framework has been supported by recent twin studies establishing a significant genetic component of inhibitory control (Gagne & Saudino, 2010;Gagne, Saudino, & Asherson, 2011). Also in line with the present theorizing, recent research has considered the role of sympathy in mediating the effect of temperamental tendencies on prosocial behavior (see Edwards et al, 2014).…”

Section: Inhibitory Control Moral Emotions and Reparative Behaviorsupporting

confidence: 73%

“…In conjunction with attentional control, it comprises the effortful control factor: a self-regulatory aspect of temperament (Rothbart & Bates, 2006). As a result of similarities between inhibitory and effortful control, researchers have often used the terms interchangeably (e.g., Fowles, Kochanska, & Murray, 2000;Gagne & Saudino, 2010;Kochanska, Murray, Jacques, Koenig, & Vandegeest, 1996). It could be argued that showing concern for others after causing them harm and consequently engaging in reparative behavior requires holding one's personal needs in abeyance and/or delaying associated gratification (i.e., inhibitory control).…”

Section: Inhibitory Control and Reparative Behaviormentioning

confidence: 99%

“…Recent research has documented a strong genetic component of inhibitory control (e.g., Gagne & Saudino, 2010;Gagne et al, 2011) and self-regulation is thought to promote optimal levels and expressions of moral emotions, such as sympathy and guilt (Eisenberg et al, 1994;Hoffman, 2000). From this perspective, high levels of genetically predisposed inhibitory control may provide children with the self-regulation necessary to experience optimal levels of sympathy and guilt in response to harming another.…”

Section: The Present Studymentioning

confidence: 99%

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Inhibitory Control and Moral Emotions: Relations to Reparation in Early and Middle Childhood

Colasante

Zuffianò

Bae

et al. 2014

The Journal of Genetic Psychology

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This study examined links between inhibitory control, moral emotions (sympathy and guilt), and reparative behavior in an ethnically diverse sample of 4- and 8-year-olds (N = 162). Caregivers reported their children's reparative behavior, inhibitory control, and moral emotions through a questionnaire, and children reported their guilt feelings in response to a series of vignettes depicting moral transgressions. A hypothesized meditation model was tested with inhibitory control relating to reparative behavior through sympathy and guilt. In support of this model, results revealed that high levels of inhibitory control were associated with high levels of reparative behavior through high levels of sympathy and guilt. However, the mediation of inhibitory control to reparation through guilt was significant for 4-year-olds only. Results are discussed in relation to the temperamental, regulatory, and affective-moral precursors of reparative behavior in early and middle childhood

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Section: Discussionsupporting

confidence: 77%

Section: Inhibitory Control Moral Emotions and Reparative Behaviorsupporting

confidence: 73%

Section: Inhibitory Control and Reparative Behaviormentioning

confidence: 99%

Section: The Present Studymentioning

confidence: 99%

See 2 more Smart Citations

Inhibitory Control and Moral Emotions: Relations to Reparation in Early and Middle Childhood

Colasante

Zuffianò

Bae

et al. 2014

The Journal of Genetic Psychology

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“…It is clear from the literature that children who are already bilingual show a variety of cognitive advantages especially in the areas of inhibitory/executive control (Bialystok, 2009). However, the social skills of bilingual children have rarely been examined (Hakuta & Garcia, 1989;Han, 2010aHan, , 2010b, and the focus has been on cognitive advantages even though the construct of inhibitory control clearly relates to social and behavioral functioning as well (Gagne & Saudino, 2010). The present study tests the novel proposition that it may be that ELL children who are high to begin with in social skills, attachment with parent, behavioral control, and cognitive ability are those who are more likely to become bilingual over time, suggesting bidirectional relations between bilingualism and social and cognitive development.…”

Section: The Present Studymentioning

confidence: 99%

Socio-emotional skills, behavior problems, and Spanish competence predict the acquisition of English among English language learners in poverty.

Winsler¹,

Kim²,

Richard³

2014

Developmental Psychology

124

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This article analyzes the role that individual differences in children's cognitive, Spanish competence, and socio-emotional and behavioral skills play in predicting the concurrent and longitudinal acquisition of English among a large sample of ethnically diverse, low-income, Hispanic preschool children. Participants assessed at age 4 for language, cognitive, socio-emotional, and behavioral skills were followed through kindergarten. Multivariate analyses demonstrated that Spanish-speaking preschoolers with greater initiative, self-control, and attachment and fewer behavior problems at age 4 were more successful in obtaining English proficiency by the end of kindergarten compared to those initially weaker in these skills, even after controlling for cognitive/language skills and demographic variables. Also, greater facility in Spanish at age 4 predicted the attainment of English proficiency. Social and behavioral skills and proficiency in Spanish are valuable resources for low-income English language learners during their transition to school.Keywords: English language learner (ELL), dual language learner, Latino/Hispanic, social skills, English acquisitionThe number of English language learners (ELLs) in the United States has been increasing progressively in recent years. ELL enrollment in schools more than doubled between 1997 and 2008 (National Clearinghouse for English Language Acquisition, 2010). Hispanic children, who speak Spanish as their first language (L1), make up the largest proportion of ELL students in today's schools (U.S. Census Bureau, 2010). Given that (a) Hispanics are the largest and fastest growing minority group in the United States; (b) disproportionately high numbers of Hispanic children live in poverty (Chau, Thampi, & Wight, 2010); and (c) Hispanic children, as a group, struggle with relatively poor educational achievement, Garcia and Jensen (2009) argued that young Hispanic children constitute an urgent demographic imperative requiring considerable research and policy attention.One of the key questions has to do with the conditions under which, and the speed with which, young Hispanic children acquire English. Depending on the pattern and timing of exposure to and support for both English and Spanish in the early years, there are many possible language outcomes for such children-some become fully bilingual fairly early on in childhood, learning English and maintaining Spanish in the process; some remain predominantly Spanish speakers with only limited English proficiency; and some become fully competent in English at the expense of Spanish. The current article examines child-level predictors of progress toward proficiency in English during pre-K and kindergarten among Spanish-speaking children in poverty. ELL children who become fully proficient in English, and who do so earlier in their educational career, do better later in school than those who continue to struggle with English proficiency (Halle, Hair, Wandner, McNamara, & Chien, 2012). Of course, English proficiency is only one of th...

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Heritability of Psychological Traits and Developmental Milestones in Infancy

et al. 2022

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IMPORTANCEAlthough infancy is the most rapid period of postnatal growth and development, factors associated with variation in infant traits are not well understood. OBJECTIVE To synthesize the large twin study literature partitioning phenotypic variance in psychological traits and developmental milestones in infancy into estimates of heritability and shared and nonshared environment. DATA SOURCES PubMed, PsycINFO, and references of included publications were searched up to February 11, 2021. STUDY SELECTION Peer-reviewed publications using the classical twin design to study psychological traits and developmental milestones from birth to 2 years old were included. DATA EXTRACTION AND SYNTHESIS Data were extracted in line with Preferred Reporting Items for Systematic Reviews and Meta-Analyses and categorized using the International Classification of Functioning, Disability and Health: Children and Youth Version. Data were pooled in 3-level random effects models, incorporating within-cohort variance in outcome measurement and between-cohort variance. Data were analyzed from March 2021 through September 2021. MAIN OUTCOMES AND MEASURESThe primary outcomes were monozygotic and dizygotic twin correlations. These were used to calculate genetic and shared and nonshared environment estimates. RESULTSAmong 139 publications that were systematically retrieved, data were available on 79 044 twin pairs (31 053 monozygotic and 47 991 dizygotic pairs), 52 independent samples, and 21 countries. Meta-analyses were conducted on psychological traits and developmental milestones from 106 publications organized into 10 categories of functioning, disability, and health. Moderate to high genetic estimates for 8 categories were found, the highest of which was psychomotor functions (pooled h 2 , 0.59; 95% CI, 0.25-0.79; P < .001). Several categories of traits had substantial shared environment estimates, the highest being mental functions of language (pooled c 2 , 0.59; 95% CI, 0.24-0.86; P = .001). All examined categories of traits had moderate or high nonshared environment estimates, the highest of which were emotional functions (pooled e 2 , 0.42; 95% CI, 0.33-0.50; P < .001) and family relationships (pooled e 2 , 0.42; 95% CI, 0.30-0.55; P < .001).CONCLUSIONS AND RELEVANCE These findings may be an important source of information to guide future gene discovery research, public perspectives on nature and nurture, and clinical insights into the degree to which family history and environments may estimate major domains of infant functioning, disability, and health in psychological traits and developmental milestones.

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Wait For It! A Twin Study of Inhibitory Control in Early Childhood

Cited by 55 publications

References 62 publications

Inhibitory Control and Moral Emotions: Relations to Reparation in Early and Middle Childhood

Inhibitory Control and Moral Emotions: Relations to Reparation in Early and Middle Childhood

Socio-emotional skills, behavior problems, and Spanish competence predict the acquisition of English among English language learners in poverty.

Heritability of Psychological Traits and Developmental Milestones in Infancy

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