Deborah Laible

Attachment and emotional understanding in preschool children

This study was designed to elucidate the association between attachment and emotional understanding in preschool children. Forty children between the ages of 2.5 and 6 years and their mothers participated in the study. Mothers completed the Attachment Q-set, and children took part at their preschools in both an affective perspective-taking task and a series of interviews concerning naturally occurring incidents of emotions. Overall, age and attachment security predicted a childs aggregate score on the emotional understanding tasks. However, when the score was separated by the valence of the emotion, attachment security and age predicted a childs score for only those emotions with a negative valence (e.g., sadness) and not for those emotions with a positive valence (e.g., happiness). Thus, a secure attachment relationship seems to be important in fostering a childs understanding of emotion, primarily negative emotions.

Why are Girls Less Physically Aggressive than Boys? Personality and Parenting Mediators of Physical Aggression

The primary goal of the present analysis was todetermine whether the commonly observed genderdifference in physical aggression could be accounted forby gender differences in selected personality and social contextual factors. Eighty-nineadolescents (M age = 16.0; 52% female; 53%European-Americans, 38% Latinos)completed self-reportmeasures, including sympathy (empathic concern andperspective taking) and parental involvement (support andmonitoring). Mediation analyses revealed that relativelyhigh levels of both empathic concern and parentalmonitoring accounted for relatively low levels ofphysical aggression. In addition, sympathy (for males)and parental involvement (males and females) werenegatively related to physical aggression. Discussionfocused on theoretical and practical implications of these findings.

Constructing Emotional and Relational Understanding: The Role of Affect and Mother-Child Discourse

Research suggests that both emotion-laden discourse and positive affect facilitate the construction of emotional and relational understanding. Despite this, research has not typically examined simultaneously the connections among affect, emotional discourse, and socioemotional development. In this study, 51 preschool children (M age = 52.80 months) and their mothers took part in two discourse tasks (a reminiscing task and a storybook reading), and both tasks were coded for the emotional content and style of the discourse and for the emotional quality of the interaction between the mother and child. Children also completed measures of emotional understanding and representations of relationships, and mothers completed a maternal report of aggressive behavior. Both the level of shared positivity and the style and content of the discourse between the dyad was related to the childs level of socioemotional development.

Attachment Security and Child's Empathy: The Mediating Role of Emotion Regulation

The current study examined the influence of multiple factors on individual differences in empathy; namely, attachment, negative emotionality, and emotion regulation. A total of 63 mothers completed the Attachment Q-set and questionnaires about their childrens empathy, negative emotionality, and emotion regulation when children were 3 years old. Prosocial behavior was observed during a baby-cry procedure. Results of path analyses indicated that a model with attachment predicting empathy through the mediation of emotion regulation was the best fit for the data. Specifically, more-secure children were rated higher in emotion regulation and, consequently, higher in empathy. Furthermore, the optimal model was used to test empathy as a predictor of observed prosocial behavior. Here, children higher in empathy were observed to behave more prosocially. Overall, the results support the notion that more-secure children are more empathic because they are better emotion regulators.

Do Sensitive Parents Foster Kind Children, or Vice Versa? Bidirectional Influences between Children's Prosocial Behavior and Parental Sensitivity.

Bidirectional theories of social development have been around for over 40 years (Bell, 1968), yet they have been applied primarily to the study of antisocial development. In the present study, the reciprocal relationship between parenting behavior and childrens socially competent behaviors were examined. Using the National Institute of Child Health and Development Study of Early Child Care data set (NICHD Early Child Care Research Network, 2005), bidirectional relationships between parental sensitivity and childrens prosocial behavior were modeled using latent variables in structural equation modeling for mothers and fathers, separately. Children and their parents engaged in structured interactions when children were 54-month-olds, 3rd graders, and 5th graders, and these interactions were coded for parental sensitivity. At 3rd, 5th, and 6th grades, teachers and parents reported on childrens prosocial behavior. Parental education and child gender were entered as covariates in the models. The results provide support for a bidirectional relationship between childrens prosocial behavior and maternal sensitivity (but not paternal sensitivity) in middle childhood. The importance of using a bidirectional approach to examine the development of social competence is emphasized.

The Quality and Frequency of Mother-Toddler Conflict: Links with Attachment and Temperament.

The goal of this study was to examine the links among attachment, child temperament, and the quality and frequency of mother-toddler conflict. Sixty-four mothers and children took part in a series of laboratory tasks when the child was 30 months of age and an audiorecorded home observation when the child was 36 months of age. All episodes of conflict were identified from the videotapes/audiotapes, transcribed, and coded for conflict strategies, resolution, and themes. Mothers also completed measures of attachment security and child temperament. Concurrent attachment security was related to the quality of mother-toddler conflict (including resolution, justification, and compromise) at both periods but not to the frequency of conflict. In addition, aspects of child temperament (i.e., negative reactivity and activity level/impulsivity) were related to both the quality and the frequency of mother-toddler conflict.

Maternal Emotional Expressiveness and Attachment Security: Links to Representations of Relationships and Social Behavior.

The goal of this study was to examine whether the security of the relationship between mothers and children influenced the relation between maternal emotional expressiveness and aspects of childrens social development. Fifty-one preschool children (M age = 52.80 months) and their mothers took part in the study. At their homes, mothers completed the Attachment Q-set. At the lab, children completed a measure of their representations of family relationships, while mothers completed measures of maternal emotional expressiveness and reports of the childs social competence. Findings supported the idea that the quality of the attachment relationship moderated the influence of maternal positive expressiveness. For children who were low in attachment security, maternal positive expressiveness was an important predictor of representations of relationships. For those who were high in attachment security, maternal positive expressiveness was unrelated to social development. Overall, the pattern of findings suggests that high levels of maternal positive expressiveness may compensate for a lack of attachment security in promoting social development.

Does Engaging in Prosocial Behavior Make Children See the World through Rose-Colored Glasses?.

Sparse research suggests that childrens social information processing has links not just with aggressive behavior but also with childrens prosocial behavior (e.g., Nelson & Crick, 1999). However, the past work that has been done has not been longitudinal, so the direction of links between social information processing and prosocial behavior remains unclear. In this study, we used data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (NICHD Early Child Care Research Network, 2010) to examine longitudinally the links between prosocial as well as aggressive behaviors and social information processing. Children completed multiple assessments of social information processing (including attribution biases and strategy response selection) from the 3rd to 5th grades. Mothers and teachers completed measures of childrens prosocial and aggressive behavior from the 3rd to 6th grades. Overall, the findings demonstrated that some of the links between social information processing and social behavior are bidirectional but that the direction of effects depends on when such links were assessed. At Grade 3, it was mostly childrens social behavior that predicted social information processing. At Grades 4 and 5, however, social information processing predicted childrens social behavior.

Predicting the Quality of Mother-Child Reminiscing Surrounding Negative Emotional Events at 42 and 48 Months Old.

Researchers have speculated that a number of factors likely predict the quality of reminiscing between preschool children and their mothers. This study was designed to investigate three such factors, including child temperament, maternal personality, and maternal caregiving representations. Seventy mothers and their preschool children were recruited for the study. When the child was 42 months of age, mothers completed measures of her personality and the childs temperament. Mothers also took part in the shortened Parent Development Inventory, which was coded for coherence, pleasure, comfort, and perspective taking. At both 42 and 48 months, the mother–child dyad reminisced about a past event in which the child experienced a negative emotion. These conversations were coded for the amount of maternal elaboration, the discussion of emotion, and dyadic qualities (such as collaboration and intersubjectivity). At 42 months, aspects of maternal personality and child temperament were most associated with reminiscing quality. However, at 48 months, it was primarily maternal representations of relationships that predicted high-quality reminiscing in the dyad.

The influence of attachment security on preschool children’s empathic concern

The current study examined the direction of the association between children’s attachment security and empathic responding. At 42 and 48 months of age, 69 children’s empathic concern was observed, and mothers reported the children’s attachment. Results indicated that attachment at 42 months predicted empathic concern at 48 months even after controlling for the influence of previous empathic concern. Similar analyses to predict attachment at 48 months from previous empathic concern were not significant, implying that a secure attachment predicted empathic concern and not the reverse. The findings suggest that a secure attachment relationship might be one context in which children learn to respond empathically to others.