Paloma Braza

Cognitive abilities, androgen levels, and body mass index in 5-year-old children

This study explores the potential relationship between a series of cognitive abilities and testosterone, dehydroepiandrosterone (DHEA), androstenedione, and body mass index (BMI) measurements in 5-year-old children. 60 boys and 69 girls were administered a test (K-BIT) which provided measurements of fluid intelligence (Matrices subtest), crystallized intelligence (Vocabulary subtest), and IQ composite (the combination of the two subtests); a sub-sample of 48 boys and 61 girls was also subjected to diverse tests related to theory of mind (affective labeling, appearance-reality distinction, display rules, and false belief). Testosterone, DHEA, and androstenedione levels were measured using an enzyme immunoassay technique in saliva samples. An analysis of variance failed to reveal any significant differences between boys and girls in any of the cognitive abilities assessed. The correlation analysis revealed a positive relationship between fluid intelligence and testosterone levels in boys, a negative relationship between crystallized intelligence and androstenedione levels in girls, and between affective labeling and androstenedione levels in boys. A multiple regression analysis indicated that androstenedione and BMI were the best predictors for some of the cognitive abilities assessed.

Social cognitive predictors of peer acceptance at age 5 and the moderating effects of gender

In this study we examined the effects of social intelligence, empathy, verbal ability and appearance-reality distinction on the level of peer acceptance, as well as the moderating role of gender. Participants were 98 five-year-old children (43 boys and 55 girls; mean age 5 years 3 months for boys and girls). Our results showed a main effect of social intelligence on peer acceptance, as well as several other effects that were moderated by gender: a significant and positive effect of verbal ability on social acceptance was found for boys; appearance-reality distinction was found to have a positive effect on social acceptance in the case of girls; and although empathy had a significant positive effect on social acceptance for both boys and girls, this effect was more pronounced among boys. Our results suggest that abilities promoting peer acceptance are different for boys and girls.

Aggression, dominance, and affiliation: Their relationships with androgen levels and intelligence in 5-year-old children

This study explores the potential relationship between social behavior (aggression, dominance, and affiliation) and testosterone, androstenedione, and DHEA measurements in 5-year-old children while also analyzing the moderating effect of IQ on the hormone-behavior relationship. 129 healthy normal Iberian children (60 boys and 69 girls) were videotaped in free play interactions in the school playground. Their behavior was then evaluated with particular emphasis on aggression, government, and affiliation. Testosterone, androstenedione, and DHEA levels were measured using an enzyme immunoassay technique in saliva samples. A test (K-BIT) which provides an IQ measurement for children was also administered to subjects. The correlation analysis revealed a positive relationship between the behavioral factor of Provocation and androstenedione in boys, and a regression analysis indicated that this relationship was moderated in a positive direction by the subjects intelligence. In girls, we observed a positive relationship between testosterone and Affectivity, with this relationship being moderated in a negative direction by intelligence.

Development of Sex Differences in Preschool Children: Social Behavior during an Academic Year

Sex differences in activities of preschoolers were assessed during free-play time from observation of the behavior of 31 children (23 girls, 8 boys; M = 5 yr.). These differences were noted for the time girls and boys spent in the activities considered, boys spending more time in rough-and-tumble play and in agonistic activities and girls in organised games such as games with rules and role-play in addition to affiliative activities. Sex differences could be detected also in the distribution of time among various activities of the children during free-play in the three terms of the school year under consideration. From a developmental perspective, gender plays a fundamental role in the formation of play-networks in the first peer encounters. These peer groups, sexually segregated, are structuring and organizing during the academic year so “distinctive cultures” for boys and girls, besides consolidating this segregation facilitate the acquisition of advantageous social skill for later life.

Factors affecting the social ability in pre-school children: An exploratory study

In a previous paper (Braza et al., 1993) we quantified the social ability of pre-school children by means of two Indices: Amplitude of Behaviour (I.A.B.) and Amplitude of Partnership (I.A.P.). The aim of this study is to explore their possible relations with some agents of socialisation and to validate these indices of amplitude as a measure of social ability. The variables considered (biometrical measurements, family characteristics, and social behaviours in peer groups) were ordered by means of a prior analysis of the principal components, and the factor scores of each individual in these analyses were chosen as new variables. Twenty-six pre-school children attending a nursery in Cádiz (SW Spain) were filmed at school during their free-play period. Our results confirm the fitness of the Index of Amplitude of Behaviour (I.A.B.) not only as a useful tool for the study of socialisation, but also as a possible predictor of later success and social adjustment.

Developmental trajectories of aggressive behavior in children from ages 8 to 10: The role of sex and hormones.

This study explored the developmental trajectory of aggressive behavior from age 8 to age 10 in school‐aged children, taking into account possible sex differences, as well as the involvement of certain hormones.

Relación entre la flexibilidad comportamental de niños en el periodo de educación infantil y su adaptación social posterior.

Resumen Este estudio trata de explorar si la flexibilidad de comportamiento de los niños en el período de Educación Infantil podría informar acerca de su futura adaptación social. De los 69 sujetos de la muestra (52 niñas y 17 niños) se obtuvo, a los 4 y 5 años de edad, una medida de su flexibilidad comportamental a través de un índice propuesto por los autores en trabajos previos (IF), y cuatro años después se evaluaron distintos aspectos de su adaptación a través del Test Autoevaluativo Multifactorial de Adaptación Infantil (T.A.M.A.I.). Los resultados sugieren que el IF podría servir como posible instrumento de diagnóstico de adaptación social posterior. Esta relación se ve validadapor las correlaciones obtenidas entre el Índice de Flexibilidady algunos factores personales y familiares del T.A.M.A.I. Estos resultados se discuten en el marco de las aportaciones que la investigación ha proporcionado al conocimiento del desarrollo social infantile.

Daycare Center Attendance Buffers the Effects of Maternal Authoritarian Parenting Style on Physical Aggression in Children

A maternal authoritarian style has been related to the development of physical aggression during childhood and later future social problems; however, not too many studies have detected other than individual or family factors that may buffer this maternal effect. This work examines whether daycare center attendance may moderate the relationships between a mother authoritarian style and physical aggression. The study sample was 72 (40 girls) kindergarten children from Spain. Parents were asked to complete two questionnaires focused on individual family characteristics and parenting styles. At age 5, children physical aggression was assessed by direct observation at playtime; aggression scores at 6 was obtained by a peer-rated questionnaire. A least squared multiple regression was performed after controlling for children’s level of physical aggression at 5, child sex and siblings. A positive contribution of maternal authoritarian style on physical aggression was detected. Daycare center attendance appears to attenuate the effect of the mother’s authoritarian style on physical aggression, only in boys.