Time for family
Marital conflict sensitizes mothers to infant irritability: A randomized controlled experiment
Leah Hibel et al.
Infant and Child Development, forthcoming
Abstract:
This study examines the impact of marital conflict and infant irritability on mother's emotional engagement during infant–mother interactions. Mothers (n = 117) were randomized to have either a positive (n = 57) or conflictual (n = 60) discussion with their marital partner. Mothers then interacted with their infants before (freeplay) and after (soothing) an infant‐focused stress task. Only for mothers who engaged in the conflict discussion was infant irritability associated with maternal emotional disengagement during the freeplay task. Conversely, infant irritability was associated with maternal disengagement for all mothers, regardless of marital discussion task, after the infant stressor. The experimental findings suggest marital conflict has an immediate causal influence on parenting, sensitizing mothers to disengage from their fussy infants. However, the challenge of soothing a distressed infant following the infant‐focused stressor may tax the emotional resources of mothers regardless of whether they had a conflictual or positive marital discussion.
Parental divorce is not uniformly disruptive to children’s educational attainment
Jennie Brand et al.
Proceedings of the National Academy of Sciences, forthcoming
Abstract:
Children whose parents divorce tend to have worse educational outcomes than children whose parents stay married. However, not all children respond identically to their parents divorcing. We focus on how the impact of parental divorce on children’s education varies by how likely or unlikely divorce was for those parents. We find a significant negative effect of parental divorce on educational attainment, particularly college attendance and completion, among children whose parents were unlikely to divorce. Families expecting marital stability, unprepared for disruption, may experience considerable adjustment difficulties when divorce occurs, leading to negative outcomes for children. By contrast, we find no effect of parental divorce among children whose parents were likely to divorce. Children of high-risk marriages, who face many social disadvantages over childhood irrespective of parental marital status, may anticipate or otherwise accommodate to the dissolution of their parents’ marriage. Our results suggest that family disruption does not uniformly disrupt children’s attainment.
Parenting and prenatal risk as moderators of genetic influences on conduct problems during middle childhood
Kristine Marceau et al.
Developmental Psychology, forthcoming
Abstract:
This study examines interactions of heritable influences, prenatal substance use, and postnatal parental warmth and hostility on the development of conduct problems in middle childhood for boys and girls. Participants are 561 linked families, collected in 2 cohorts, including birth parents, adoptive parents, and adopted children. Heritable influences on internalizing and externalizing (including substance use) problems were derived from birth mothers’ and fathers’ symptoms, diagnoses, and age of onset from diagnostic interviews, and the proportion of first-degree relatives with the same type of problems. Smoking during pregnancy (SDP) and alcohol use during pregnancy were assessed retrospectively from birth mothers at 5 months postpartum. Earlier externalizing problems and parental warmth and hostility and were assessed at 1 assessment prior to the outcome (Cohort II: 4.5 years; Cohort I: 7 years). Conduct problems were symptoms from a diagnostic interview assessed at age 6 (Cohort II) or 8 (Cohort I). Findings from regression analyses suggest that (a) SDP plays an important role for the development of conduct problems, (b) some relatively well-accepted effects (e.g., parental hostility) were less important when simultaneously considering multiple factors influencing the development of conduct problems, and (c) main effects of genetic risk and SDP, and interactions among genetic risk and postnatal warmth, SDP and postnatal warmth, and genetic risk, SDP, and postnatal hostility for conduct problems were important for boys’ but not girls’ conduct problems. Replication is needed, but the current results provide preliminary but empirically grounded hypotheses for future research testing complex developmental models of conduct problems.
Kids becoming less alike: A behavioral genetic analysis of developmental increases in personality variance from childhood to adolescence
René Mõttus et al.
Journal of Personality and Social Psychology, forthcoming
Abstract:
Recent work in personality development has indicated that the magnitude of individual differences in personality increases over child development. Do such patterns reflect the differentiation of individuals by genotype, an increasing influence of environmental factors, or some (interactive) combination of the two? Using a population-based sample of over 2,500 twins and multiples from the Texas Twin Project, we estimated age trends in the variances in self- and parent-reported measures of the Big Five personality traits between Ages 8 and 18 years. We then estimated age trends in the genetic and environmental components of variance in each measure. Individual differences in personality increased in magnitude from childhood through mid-adolescence. This pattern emerged using both children’s self-reports and ratings provided by their parents, and was primarily attributable to increases in the magnitude of genetic influences. Most of the increasing genetic variance appeared nonadditive, pointing to the possibility that developmental processes tend to make genetically similar individuals disproportionately more alike in their personality traits over time. These findings could reflect increasing or accumulating effects of trait-by-trait interactions; person-by-environment transactions, whereby genetically similar people are disproportionally likely to experience similar environments; the activation of dominant genes across developmental transitions (e.g., puberty); or some combination of these three processes, among other factors. Theories of personality development will need to accommodate these descriptive findings, and longitudinal, genetically informed designs are needed to test some of the specific hypotheses springing from this study.
Towards causal estimates of children's time allocation on skill development
Gregorio Caetano, Josh Kinsler & Hao Teng
Journal of Applied Econometrics, forthcoming
Abstract:
In this paper we examine how children's time allocation affects their accumulation of cognitive skill. Children's time allocation is endogenous in a model of skill production since it is chosen by parents and children. We apply a recently developed test of exogeneity to search for specifications that yield causal estimates of the impact time inputs have on child skills. The test exploits bunching in time inputs induced by a non‐negativity time constraint and it has power to detect a variety of sources of endogeneity. We find that with a sufficiently rich set of controls, we are unable to reject exogeneity in our most detailed production function specifications. The estimates from these specifications indicate that active time with adult family members, such as parents and grandparents, are the most productive in generating cognitive skill.
Differences in Parent-Toddler Interactions With Electronic Versus Print Books
Tiffany Munzer et al.
Pediatrics, forthcoming
Methods: We conducted a videotaped, laboratory-based, counterbalanced study of 37 parent-toddler dyads reading on 3 book formats (enhanced electronic [sound effects and/or animation], basic electronic, and print). We coded verbalizations in 10-second intervals for parents (dialogic, nondialogic, text reading, format related, negative format-related directives, and off task) and children (book related, negative, and off task). Shared positive affect and collaborative book reading were coded on a scale of 1 to 5 (5 = high). Proc Genmod and Proc Mixed analyzed within-subjects variance by book format.
Results: Parents showed significantly more dialogic (print 11.9; enhanced 6.2 [P < .001]; basic 8.3 [P < .001]), text-reading (print 14.3; enhanced 10.6 [P = .003]; basic 14.4 [P < .001]), off-task (print 2.3; enhanced 1.3 [P = .007]), and total (29.5; enhanced 28.1 [P = .003]; basic 29.3 [P = .005]) verbalizations with print books and fewer format-related verbalizations (print 1.9; enhanced 10.0 [P < .001]; basic 8.3 [P < .001]). Toddlers showed more book-related verbalizations (print 15.0; enhanced 11.5 [P < .001]; basic 12.5 [P = .005]), total verbalizations (print 18.8; enhanced 13.8 [P < .001]; basic 15.3 [P < .001]), and higher collaboration scores (print 3.1; enhanced 2.7 [P = .004]; basic 2.8 [P = .02]) with print-book reading.