The development of cognitive and academic abilities: Growth curves from an early childhood educational experiment.

In the Abecedarian Project, a prospective randomized trial, the effects of early educational intervention on patterns of cognitive and academic development among poor, minority children were examined. Participants in the follow-up were 104 of the original 111 participants in the study (98% African American). Early treatment was full-time, high-quality, educational child care from infancy to age 5. Cognitive test scores collected between the ages of 3 and 21 years and academic test scores from 8 to 21 years were analyzed. Treated children, on average, attained higher scores on both cognitive and academic tests, with moderate to large treatment effect sizes observed through age 21. Preschool cognitive gains accounted for a substantial portion of treatment differences in the development of reading and math skills. Intensive early childhood education can have long-lasting effects on cognitive and academic development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Personal, family, and health-related correlates of depressive symptoms in mothers with HIV.

This study examined longitudinally depressive symptoms in 54 HIV-infected mothers with infants. The contribution of selected personal and family characteristics and health-related factors to depressive symptoms also was explored. Most of the women were single and African American, and most were on public assistance. Data were collected when the infants were approximately 3, 6, and 12 months of age. About a third of the mothers were at risk for depression, as indicated by Center for Epidemiologic Studies Depression Scale scores above the cutoff. The best predictors of depressive symptoms were feelings of stigma, self-perceptions of health, and physical symptoms, all factors associated with HIV. The findings have implications for helping HIV-infected mothers with depressive symptoms and stigma related to HIV. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social risk and protective factors for African American children's academic achievement and adjustment during the transition to middle school.

The transition to middle school is often marked by decreased academic achievement and increased emotional stress, and African American children exposed to social risk may be especially vulnerable during this transition. To identify mediators and protective factors, the authors related severity and timing of risk exposure to academic achievement and adjustment between 4th and 6th grade in 74 African American children. Longitudinal analyses indicated that severity more than timing of risk exposure was negatively related to all outcomes and that language skills mediated the pathway from risk for most outcomes. Transition to middle school was related to lower math scores and to more externalizing problems when children experienced higher levels of social risk. Language skills and parenting served as protective factors, whereas expectations of racial discrimination was a vulnerability factor. Results imply that promoting parenting and, especially, language skills, and decreasing expectations of racial discrimination provide pathways to academic success for African American children during the transition from elementary to middle school, especially those exposed to adversity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Maternal employment and child cognitive outcomes: The importance of analytic approach.

J. Brooks-Gunn, W. J. Han, and J. Waldfogel (2002; see record 2002-17576-005) and the National Institute of Child Health and Human Development Early Child Care Research Network (ECCRN; 2000b; see record 2000-02736-015) came to different conclusions about the effects of maternal employment--although they were addressing similar questions using the same data set. Brooks-Gunn et al. concluded that maternal employment in infancy has a negative effect on children's cognitive abilities at age 3, whereas the ECCRN found that early nonmaternal care is not related to children's cognitive abilities in their first 3 years. The authors account for this difference by comparing 2 approaches to data analysis: a top-down testing of continuous variables (the approach used by the ECCRN, 2000b) and an a priori comparison approach that involves pairwise testing of specific dichotomous contrasts (the approach used by Brooks-Gunn et al., 2002). This comparison illustrates the critical importance of analytic approach. It also suggests that Brooks-Gunn et al.'s conclusion from this data set is overstated and should not be used on its own as the basis for practical or policy decisions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Family Income and Its Relation to Preschool Children's Adjustment for Families in the NICHD Study of Early Child Care.

The current study examines relations of mean-level estimates, linear changes, and instability in income and family processes to child outcomes and addresses whether income, through its impact on family functioning, matters more for children living in poverty. Temporal changes and instability in family processes, but not income, predicted children's adjustment. Cross-sectional mediational analyses indicated that for families living at the poverty threshold, family processes fully mediated the effect of average income over the study period on social behavior but only partially mediated its effect on cognitive-linguistic development. The strength of these associations diminished as average income exceeded the poverty threshold. That is, income had a greater impact on the family functioning and development of poor children than of nonpoor children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Adult Attachment and Marital Interaction as Predictors of Whole Family Interactions During the Transition to Parenthood.

This study examined the role of parental adult attachment and couples' prenatal and postnatal marital interactions in predicting the quality of family interactions 24 months after the birth of the couple's first child. Father's prenatal marital withdrawal and mother's postnatal marital withdrawal were associated with less adaptive family interactions at 24 months. Families with fathers who had an insecure attachment, as assessed by the Adult Attachment Interview, showed less positive and more negative interactions at 24 months, but only when there were higher levels of negative escalation in the couple's marriage prenatally. Findings are discussed in terms of the importance of exploring the transition to parenthood at the broader family level. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Personality characteristics and sample bias.

Who fails to answer questionnaires? 176 college students took a questionnaire in 2 sessions; those who returned for the 2nd were compared with those who did not according to 3 scales and the Gough Home Index. "Lack of cooperation is associated with a family value orientation which emphasizes traditional male female sex roles, power relationships, and conventional morality and with personality characteristics which are related to expressions of authoritarianism, powerlessness, and anomie." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cumulative risk and early cognitive development: A comparison of statistical risk models.

Although it is generally accepted that social risk factors predict delays in early cognitive and language development, there is less agreement about how to represent such associations statistically. Using data collected prospectively on 87 African American children during their first 4 years, this study examined 3 analytic methods for describing a child's level of social risk: (a) individual risk variables, (b) factor scores derived from those risk variables, and (c) a risk index computed by tallying the number of risk conditions present. Comparisons indicated that the individual-risk-variables approach provides better overall prediction of developmental outcomes at a particular age but is less useful in predicting developmental patterns. The risk-factor approach provides good prediction of developmental trajectories when sample sizes are moderate to large. Finally, the risk-index approach is useful for relating social risk to developmental patterns when a large number of risk variables are assessed with a small sample or when other constructs are of primary interest. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Marital relationship and individual psychological characteristics that predict physical punishment of children.

The relationships among use of physical punishment of children, marital conflict, and individual adult hostility were examined longitudinally. Couples expecting their first child completed self-report scales of individual hostility and were observed in marital problem-solving situations for level of marital conflict during the prenatal period. The marital problem-solving situations were again assessed at 2 years and 5 years following the child's birth. At the later time points, discipline practices were assessed through interview. A climate of negativity, manifested through either high rates of individual hostility or marital conflict, predicted the use of more frequent and severe physical punishment of children at 2 and 5 years, even when parent educational level was controlled. Implications for policy and parent education are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relations of maternal social support and family structure with maternal responsiveness and child outcomes among African American families.

The social support networks and family structure of 62 low-income African American mothers were related to proximal and distal measures of the mother's parenting style and to the children's social and cognitive development. Women with larger support networks tended to be more responsive in interactions with their infants and to provide more stimulating home environments than mothers with smaller social networks. Activity level was the only infant outcome significantly related to social support. Family structure was not associated with either maternal or child outcomes in these analyses. These results support a systems model of parenting behavior and child development by indicating that maternal caregiving may be positively influenced by supportive social networks. (PsycINFO Database Record (c) 2010 APA, all rights reserved)