Jennifer M. Weaver

Developmental Dynamics of Emotion and Cognition Processes in Preschoolers

Dynamic relations during the preschool years across processes of control and understanding in the domains of emotion and cognition were examined. Participants were 263 children (42% non-White) and their mothers who were seen first when the children were 3 years old and again when they were 4. Results indicated dynamic dependence among the processes studied. Specifically, change in cognitive processes of control and understanding were dependent upon initial levels of the other processes. Changes in emotion control and understanding were not predicted by earlier performance in the other processes. Findings are discussed with regard to the constructs of control and understanding and the developmental interrelations among emotion and cognitive processes.

Longitudinal associations between children's understanding of emotions and theory of mind

Theory of mind competence and knowledge of emotions were studied longitudinally in a sample of preschoolers aged 3 (n=263) and 4 (n=244) years. Children were assessed using standard measures of theory of mind and emotion knowledge. Three competing hypotheses were tested regarding the developmental associations between childrens theory of mind abilities and their knowledge of emotions. First, that an understanding of emotion develops early and informs childrens understanding of others’ thinking. Alternatively, having a basic theory of mind may help children learn about emotions. Third, that the two domains are separate aspects of childrens social cognitive skills such that each area develops independently. Results of hierarchical regressions supported the first hypothesis that early emotion understanding predicts later theory-of-mind performance, and not the reverse.

Cognitive and Emotional Processes as Predictors of a Successful Transition Into School

ABSTRACT Research Findings: The aim of this research was to delineate developmental processes that contribute to early school success. To achieve this aim, we examined emotion regulation, executive functioning, emotion knowledge, and metacognition at ages 3 and 4 as distal and proximal predictors of age 5 achievement and school adjustment in a sample of 263 children (42% non-White). We also explored mediational pathways among these 4 processes in the prediction of the age 5 outcomes. Results revealed that all 4 processes affected achievement and school adjustment, but in different ways, with executive functioning emerging as a key predictor. Practice or Policy: Executive functioning was found to be a key factor in predicting achievement and school performance in the kindergarten year. This finding provides support for the development of executive functioning training programs that can be applied in the preschool classroom, particularly for promoting reading development. However, additional emphasis should be placed on both cognitive and emotional processes in the preschool years to promote optimal development.

Democratic Parenting Beliefs and Observed Parental Sensitivity: Reciprocal Influences Between Coparents

Three hundred sixty-five 2-parent families from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development were rated by trained observers on their parenting behavior at 6 assessments ranging from 6 months after the childs birth to when the child was in fifth grade (M = 10.4 years old at fifth grade). Across assessments, parents reported on their parenting beliefs and mothers reported on the childs externalizing behavior problems. Parenting beliefs predicted change in parenting behavior, and to a lesser degree parenting behavior predicted change in parenting beliefs. Parenting behavior and parenting beliefs both showed reciprocal effects between coparents, after controlling for child externalizing behavior and parent education. (PsycINFO Database Record

Breastfeeding Duration Predicts Greater Maternal Sensitivity Over the Next Decade

The current study represents the first longitudinal investigation of the potential effects of breastfeeding duration on maternal sensitivity over the following decade. This study also examined whether infant attachment security at 24 months would mediate longitudinal relations between breastfeeding duration and changes in maternal sensitivity over time. Using data from 1,272 families from the National Institute of Child Health and Human Development’s Study of Early Child Care and Youth Development, we found that longer breastfeeding duration (assessed up to age 3) predicted increases in observed maternal sensitivity up to child age 11, after accounting for maternal neuroticism, parenting attitudes, ethnicity, maternal years of education, and presence of a romantic partner. Additionally, secure attachment at 24 months was predicted by breastfeeding duration, but it did not act as a mediator of the link from breastfeeding duration to maternal sensitivity in this study. Generating a more specific understanding of how breastfeeding impacts the mother–child dyad beyond infancy will inform recommendations for best practices regarding breastfeeding.