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Biomedical subjects

M H Bornstein

Publications and source records attributed to M H Bornstein.

At least 19 recordsLinked to original sources
PubMed2001

Three-month-old infants' categorization of animals and vehicles based on static and dynamic attributes.

Three-month-old infants' categorization of animals and vehicles based on static and dynamic attributes was investigated using a multiple-exemplar habituation-test paradigm. Half of the infants viewed static color images of animals and vehicles, and the other half viewed dynamic point-light displays of the same animals and vehicles. Following habituation, infants viewed a novel exemplar from the habituation category and an exemplar from a novel category. Regardless of whether they viewed static or dynamic displays, infants showed habituation to varying exemplars from the same category, generalized habituation to a novel exemplar from the habituation category, dishabituated to an exemplar from a novel category, and showed a significant novelty preference for a novel-category exemplar. These findings suggest that infants categorize animals and vehicles using either static or dynamic information.

Analysis of Variance↗
PubMed2001

Parenting beliefs and behaviors in northern and southern groups of Italian mothers of young infants.

Similarities and differences in northern and southern Italian mothers' social and didactic parenting beliefs and behaviors, and relations between their beliefs and behaviors, are reported. Both groups of mothers reported that they engaged more in social than didactic interactions with their infants, whereas in actuality both groups engaged in didactic behaviors with their infants for longer periods of time than they engaged in social behaviors. In addition, northern mothers engaged in more social interactions with their infants than did southern mothers. No correlations between beliefs and behaviors emerged in either group. These data speak to issues of intracultural variation and cross-cultural similarities in family psychology and parenting, belief-behavior relations in parenting, and the importance of methodology (parental report or observation) in the study of parenting and family functioning.

Adult↗
PubMed2001

Growth and development in term infants fed long-chain polyunsaturated fatty acids: a double-masked, randomized, parallel, prospective, multivariate study.

OBJECTIVE: To evaluate the effects of dietary intake of the long-chain polyunsaturated fatty acids, arachidonic acid (AA), and docosahexaenoic acid (DHA) on multiple indices of infant growth and development. DESIGN: A double-masked, randomized, parallel trial was conducted with term infants fed formulas with or without AA+DHA for 1 year (N = 239). Reference groups of breastfed infants (N = 165) weaned to formulas with and without AA+DHA were also studied. Infants in the formula groups were randomized at </=9 days of age to a control formula with no AA or DHA (n = 77) or 1 of 2 otherwise identical formulas containing AA+DHA (AA, 0.46% and DHA, 0.14% of total fatty acids) from either egg-derived triglyceride (egg-DTG [n=80]) or fish oil and fungal oil (fish/fungal [n = 82]) at levels similar to the average in breast milk samples as measured in the reference group. All formulas contained 50% of energy from fat with the essential dietary fatty acids, linoleic acid (20% fatty acids) and alpha-linolenic acid (2% fatty acids). The main study outcomes were AA and DHA levels in plasma and red blood cells, and multiple measures of infant development at multiple ages from birth to 14 months: growth, visual acuity, information processing, general development, language, and temperament. RESULTS: AA and DHA levels in plasma and red cells were higher in AA+DHA-supplemented groups than in the control formula group and comparable to those in reference groups. No developmental test results distinguished these groups. Expected differences in family demographics associated with breastfeeding were found, but no advantages to breastfeeding on any of the developmental outcome demonstrated. CONCLUSIONS: These findings do not support adding AA+DHA to formulas containing 10% energy as linoleic acid and 1% energy as alpha-linolenic acid to enhance growth, visual acuity, information processing, general development, language, or temperament in healthy, term infants during the first 14 months after birth.infant development, breast feeding, infant formula, long-chain polyunsaturated fatty acids, docosahexaenoic acid.

Arachidonic Acid↗
PubMed2000

Child language with mother and with stranger at home and in the laboratory: a methodological study.

This methodological study in 33 two-year-olds shows that child speech (total utterances, word roots, MLU) occurs at about the same level in different settings (the familiar home vs. the unfamiliar laboratory), but that children speak more and in more differentiated ways with different people (mother vs. stranger). Child speech also shows significant short-term stability. Girls use more different word roots and speak in longer utterances than do boys. In spontaneous child speech, cross-context generalizations appear warranted, but they also depend on conversational partner and gender of child.

Child Language↗
PubMed2000

The Hebrew Communicative Development Inventory: language specific properties and cross-linguistic generalizations.

Cultural, linguistic, and developmental evidence was taken into consideration in constructing the HCDI, a Hebrew adaptation of the MCDI. The HCDI was then administered to a stratified sample of Israeli mothers of 253 toddlers aged 1;6 to 2;0 (M = 1;8.18). Hebrew results are presented and compared with scores from the original MCDI sample (Fenson, Dale, Reznick, Bates, Thal & Pethick, 1994). The HCDI is a reliable and sensitive measure of lexical development and emergent grammar, capturing wide variability among Israeli toddlers. In comparison with English, the relation between vocabulary size and age, as well as the shape of the growth curves for nouns, predicate terms, and closed class words relative to size of lexicon, were strikingly similar. These results indicate that conclusions concerning cross-linguistic similarities can be best documented by using parallel methods of measurement. The HCDI results support the claim that early lexical development in Hebrew and in English follow remarkably similar development patterns, despite the typological differences between the two target languages.

Child Development↗
PubMed2000

Child and mother cardiac vagal tone: continuity, stability, and concordance across the first 5 years.

In this prospective longitudinal study, vagal tone and heart period were measured at 2 months and at 5 years in children and their mothers to evaluate the development of vagal regulation at rest and during an environmental task. Child baseline vagal tone and heart period were discontinuous; mother baseline vagal tone was discontinuous, but heart period was continuous. Group mean baseline-to-task change in vagal tone and heart period were continuous in both children and mothers. Children reached adult levels of baseline vagal tone by 5 years and did not differ from their mothers in baseline-to-task change in vagal tone or heart period. Baseline vagal tone tended to be stable, but baseline heart period and baseline-to-task change in vagal tone and heart period were unstable in children; both were stable in mothers. Baseline-to-task change in vagal tone showed consistent child-mother concordance. These findings contribute to understanding psychophysiological development, especially the ontogenesis of the vagal system and its regulatory capacity.

Adult↗
PubMed2000

Contemporary research on parenting. The case for nature and nurture.

Current findings on parental influences provide more sophisticated and less deterministic explanations than did earlier theory and research on parenting. Contemporary research approaches include (a) behavior-genetic designs, augmented with direct measures of potential environmental influences; (b) studies distinguishing among children with different genetically influenced predispositions in terms of their responses to different environmental conditions; (c) experimental and quasi-experimental studies of change in children's behavior as a result of their exposure to parents' behavior, after controlling for children's initial characteristics; and (d) research on interactions between parenting and nonfamilial environmental influences and contexts, illustrating contemporary concern with influences beyond the parent-child dyad. These approaches indicate that parental influences on child development are neither as unambiguous as earlier researchers suggested nor as insubstantial as current critics claim.

Animals↗
PubMed1998

Sources of child vocabulary competence: a multivariate model.

This study examines sources of individual variation in child vocabulary competence in the context of a multivariate developmental ecological model. Maternal sociodemographic characteristics, personological characteristics, and vocabulary, as well as child gender, social competence, and vocabulary competence were evaluated simultaneously in 126 children aged 1;8 and their mothers. Measures of child vocabulary competence included two measures each of spontaneous speech, experimenter assessments, and maternal reports. Maternal measures, from proximal to distal, included vocabulary, verbal intelligence, personality, attitudes toward parenting, knowledge of parenting, and SES. Structural equation modelling supported several direct unique predictive relations: child gender (girls higher) and social competence as well as maternal attitudes toward parenting predicted child vocabulary competence, and mothers' vocabulary predicted child vocabulary comprehension and two measures of mother-reported child vocabulary expression. In addition, children's vocabulary competence was influenced indirectly by mothers' vocabulary, social personality, and knowledge of child development. Maternal vocabulary itself was positively influenced by SES, maternal verbal intelligence, and mothers' knowledge about parenting. Individual variation in child vocabulary competence might best be understood as arising within a nexus of contextual factors both proximal and distal to the child.

Adult↗
PubMed1998

Predicting variation in the timing of language milestones in the second year: an events history approach.

In a longitudinal investigation of 40 child-mother dyads, we examined prediction from three indexes of children's own language: (1) vocal imitations, (2) first spontaneous words in production, and (3) receptive language starting at 0;9, and their mothers' verbal responsiveness at 0;9 and 1;1, to the developmental onset of three significant language milestones of the second year: (1) 50 words in productive language, (2) combinatorial speech, and (3) the use of language to express a memory. In these analyses, we utilized EVENTS HISTORY ANALYSIS, a statistical technique well suited to questions concerning when in development certain events begin and the extent to which predictors influence the timing of those events. The timing of children's first words in production, the timing of their achievement of 50 words in receptive language, and maternal responsiveness at 1;1 each contributed uniquely to variation in the timing of the three language milestones. When child and mother factors were considered together, the onset of the three language milestones differed by as much as 0;5 months for children in the lower and upper 10th percentiles of the predictor variables. The present findings contribute to generating and testing specific models about child and mother factors thought to explain variation in key aspects of children's second-year language development.

Adult↗
PubMed1998

A cross-national study of self-evaluations and attributions in parenting: Argentina, Belgium, France, Israel, Italy, Japan, and the United States.

This study investigated and compared ideas about parenting in Argentine, Belgian, French, Israeli, Italian, Japanese, and U.S. mothers of 20-month-olds. Mothers evaluated their competence, satisfaction, investment, and role balance in parenting and rated attributions of successes and failures in 7 parenting tasks to their own ability, effort, or mood, to difficulty of the task, or to child behavior. Few cross-cultural similarities emerged; rather, systematic culture effects for both self-evaluations and attributions were common, such as varying degrees of competence and satisfaction in parenting, and these effects are interpreted in terms of specific cultural proclivities and emphases. Child gender was not an influential factor. Parents' self-evaluations and attributions help to explain how and why parents parent and provide further insight into the broader cultural contexts of children's development.

Adult↗
PubMed1998

Mothers' knowledge about children's play and language development: short-term stability and interrelations.

Sixty-four mothers of children ranging in age from 6 to 58 months were asked to determine, for pairings of play and language items, which item was more advanced developmentally. This procedure was repeated within 2 weeks. In general, mothers' orderings of play and language items matched those established in the developmental literature and were stable over the short term. Mothers' knowledge about language development was stronger than and unrelated to their knowledge about play, suggesting that maternal knowledge about developmental domains is differentiated and specific. Finally, mothers' judgments about the developmental milestones depended on their children's current developmental stage: Mothers were less accurate at estimating the timing of milestones that their children had mastered many months earlier, supporting the view that mothers' knowledge is informed by their children's recent rather than past achievements in specific areas.

Age Factors↗
PubMed1998

Preoperative preparation programs in children: a comparative examination.

UNLABELLED: We sought to determine whether an extensive behavioral preparation program for children undergoing surgery is more effective than a limited behavioral program. The primary end point was child and parent anxiety during the preoperative period. Secondary end points included behavior of the child during the induction of anesthesia and the postoperative recovery period. Several days before surgery, children (n = 75) aged 2-12 yr randomly received either an information-based program (OR tour), an information + modeling-based program (OR tour + videotape), or an information + modeling + coping-based program (OR tour + videotape + child-life preparation). Using behavioral and physiological measures of anxiety, we found that children who received the extensive program exhibited less anxiety immediately after the intervention, in the holding area on the day of surgery, and on separation to the operating room. These findings, however, achieved statistical significance only in the holding area on the day of surgery (44[10-72] vs 32[8-50] vs 9[6-33]; P = 0.02). Similarly, parents in the extensive program were significantly less anxious on the day of surgery in the preoperative holding area, as assessed by behavioral (P = 0.015) and physiological measures (P = 0.01). In contrast, no differences were found among the groups during the induction of anesthesia, recovery room period, or 2 wk postoperatively. We conclude that children and parents who received the extensive preoperative preparation program exhibited lower levels of anxiety during the preoperative period, but not during the intraoperative or postoperative periods. IMPLICATIONS: The extensive behavioral preoperative program that we undertook had limited anxiolytic effects. These effects were localized to the preoperative period and did not extended to the induction of anesthesia or the postoperative recovery period.

Anxiety↗
PubMed1998

Vocabulary competence in early childhood: measurement, latent construct, and predictive validity.

We systematically examined relations among 6 measures of child language derived from 3 sources, including observations of the child's speech with mother, experimenter assessments, and maternal reports. A total of 184 20-month-olds and their mothers contributed complete information about child language comprehension and expression. Correlations of child language measures with socioeconomic status and maternal education were accounted for, as were correlations of child language measures with mothers' verbal intelligence, maternal report measures with mothers' tendency to respond in a socially desirable fashion, and experimenter assessments with child social competence. Structural equation modeling supported (1) strong relations among child language measures derived from observations of the child's speech with mother, experimenter assessments, and maternal reports; (2) the loading of multiple measures of child language from different sources on a single latent construct of vocabulary competence; and (3) the predictive validity of the vocabulary competence latent variable at 20 months, as well as receptive vocabulary specifically, for both verbal and performance IQ (verbal better than performance) at 48 months. Neither an index of child monologing (a nonvocabulary language measure) nor symbolic play (a nonlinguistic representational measure) covaried with vocabulary competence. Girls consistently outperformed boys on individual language measures, but no differences emerged in any model in the fit for boys and girls.

Concept Formation↗
PubMed1996

Mother-child play: sequential interactions and the relation between maternal beliefs and behaviors.

This investigation of mother and toddler play had 2 goals. The primary goal was to examine the types of play mothers introduce in direct response to their toddlers' play. A secondary and exploratory goal was to examine the relation between maternal knowledge about child play and actual maternal play behaviors. 50 mothers and their 21-month-old toddlers were observed at home during free play. Mother and child exploratory, nonsymbolic, and symbolic play were coded. Sequential analyses revealed that mothers adjusted their play to their children's play level by responding to their children with play that was either at the same level or at a higher level than their children's play. Furthermore, mothers who were more knowledgeable about early play development more often responded to their children's play by introducing higher level play. These findings suggest that mothers tend to play with their toddlers in ways that might promote their child's development, and that mothers with more knowledge about play development provide their children with appropriately challenging play interactions.

Female↗
PubMed1996

Solitary and collaborative pretense play in early childhood: sources of individual variation in the development of representational competence.

This study evaluates sources of individual variation in child pretense play as an expression of emerging mental representation. Family sociodemographic characteristics, maternal personological characteristics, and maternal affective and cognitive play behaviors, as well as children's gender, language competence, and play, were examined simultaneously. Naturalistic child solitary play and child collaborative play with mother were videorecorded in 141 20-month-olds. Child solitary play, child-initiated and mother-initiated collaborative play with mother, and maternal demonstrations and solicitations of play were then coded into nonsymbolic and symbolic acts. Zero-order relations obtained between child play and, respectively, child gender and language, family SES, and maternal verbal intelligence, personality, physical affection, and play demonstrations and solicitations. Structural equation modeling supported the following unique predictive relations: Child language and mothers' symbolic play positively influenced child collaborative play, and child gender and mothers' verbal intelligence predicted child solitary play. Child gender and mothers' verbal intelligence and physical affection influenced mothers' play and so influenced child collaborative play indirectly. The cognitive advantages of child play and maternal influences on child play are placed in an adaptive parenting framework.

Child Behavior↗
PubMed1995

Information processing and developmental assessments in 3-month-old infants exposed prenatally to cocaine.

OBJECTIVE: To determine the effect of prenatal cocaine exposure on 3-month infant information processing and developmental assessments. METHODS: One hundred and eight infants, 61 cocaine-exposed and 47 controls, participated at 3 months of age in an infant-control habituation and novelty responsiveness procedure and in a developmental assessment using the Bayley Scales of Infant Development both administered by experimenters blind to the drug exposure status of the infant. RESULTS: Compared to the non-drug-exposed group, infants exposed prenatally to cocaine were significantly more likely to fail to start the habituation procedure and, for those who did, significantly more likely to react with irritability early in the procedure. The majority of infants in both groups reached the habituation criterion, and among those who did there were no significant differences between cocaine and non-cocaine-exposed infants in habituation or in recovery to a novel stimulus. Infants who were cocaine-exposed showed comparatively depressed performance on the motor (Psychomotor Developmental Index) but not the mental (Mental Developmental Index (MDI)) scales of the Bayley. These results obtained for habituation and Bayley MDI controlling for both perinatal and sociodemographic factors. CONCLUSIONS: Differences in reactivity to novelty but not in information processing between cocaine-exposed and non-cocaine-exposed infants suggest that the effects of prenatal cocaine exposure may be on arousal and attention regulation rather than early cognitive processes.

Adult↗