The development of a measure of maternal cognitive sensitivity appropriate for use in primary care health settings

Prime, Heather; Browne, Dillon T.; Akbari, Emis; Wade, Mark; Madigan, Sheri; Jenkins, Jennifer M.

doi:10.1111/jcpp.12322

Cited by 31 publications

(57 citation statements)

References 35 publications

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“…Nevertheless, migrant status appeared to be a risk factor, because it was negatively associated with maternal cognitive sensitivity. In keeping with the findings of Prime et al (2015), U.S. immigrant mothers have been shown to report higher levels of parenting stress than native mothers, with stress predicting aggressive behavior in pre-school age children (Mistry et al, 2008). …”

Section: Introductionsupporting

confidence: 54%

“…A Canadian study by Wade et al (2014) showed that ToM performance at 5 years was predicted by children’s language competence, but not by family income, migrant status or the presence of siblings in the household. Another study by the same research group (Prime et al, 2015) showed that mother’s communicative clarity and mind-reading skills (termed cognitive sensitivity) were positively related to children’s ToM at 5 years, and receptive language and academic achievement at preschool age. This pattern of associations between mothers’ cognitive sensitivity and children’s outcomes was similar in both native and migrant dyads of mothers and children, suggesting that the underlying process was similar.…”

Section: Introductionmentioning

confidence: 99%

“…The second question concerned the role of maternal education on social cognition and we expected that maternal education would directly affect children’s social cognition, in line with the literature reviewed above (Perner et al, 1994; Cutting and Dunn, 1999; Pons et al, 2003). In keeping with the existing literature, the third question concerned the role of parents’ country of birth: no direct effect of this variable on social cognition is expected (Wade et al, 2014; Prime et al, 2015). Finally, the fourth question related to the role of child’s language: in line with earlier studies reported in the literature, as to the fourth hypothesis linguistic competence was expected to be directly associated with social cognition and also to be associated with maternal education (NICHD Early Child Care Research Network, 1997b; NICHD Human Learning Branch, 1998; Peisner-Feinberg et al, 2001; Sammons et al, 2004; Milligan et al, 2007; Bulgarelli and Molina, 2016); we therefore set out to analyze the possible joint effect of maternal education and linguistic competence on social cognition.…”

Section: Introductionmentioning

confidence: 99%

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Social Cognition in Preschoolers: Effects of Early Experience and Individual Differences

Bulgarelli

Molina

2016

Front. Psychol.

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Social cognition is the way in which people process, remember, and use information in social contexts to explain and predict their own behavior and that of others. Children’s social cognition may be influenced by multiple factors, both external and internal to the child. In the current study, two aspects of social cognition were examined: Theory of Mind and Emotion Understanding. The aim of this study was to analyze the effects of type of early care (0–3 years of age), maternal education, parents’ country of birth, and child’s language on the social cognition of 118 Italian preschoolers. To our knowledge, the joint effect of these variables on social cognition has not previously been investigated in the literature. The measures used to collect social cognition and linguistic data were not parent- or teacher-reports, but based on direct assessment of the children through two standardized tests, the Test of Emotion Comprehension and the ToM Storybooks. Relationships among the variables showed a complex pattern. Overall, maternal education and linguistic competence showed a systematic effect on social cognition; the linguistic competence mediated the effect of maternal education. In children who had experienced centre-base care in the first 3 years of life, the effect of maternal education disappeared, supporting the protective role of centre-base care for children with less educated mothers. The children with native and foreign parents did not significantly differ on the social cognition tasks. Limits of the study, possible educational outcomes and future research lines were discussed.

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Section: Introductionsupporting

confidence: 54%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Social Cognition in Preschoolers: Effects of Early Experience and Individual Differences

Bulgarelli

Molina

2016

Front. Psychol.

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“…All scales were coded on a seven‐point scale, and a mean of the three scales across the two tasks was computed. Reliability and validity using the larger study sample can be found elsewhere (Meunier et al ., ; Prime et al ., )…”

Section: Methodsmentioning

confidence: 99%

Birth order and preschool children's cooperative abilities: A within‐family analysis

Prime

Plamondon

Jenkins

2017

British J of Dev Psycho

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There is evidence for a laterborn sibling advantage in some social skills, although this has not been investigated in children's early capacities for cooperation. Using a within-family design, this study compared firstborn and laterborn (i.e., middle and youngest) siblings on their cooperative abilities when they were aged around 3 years. Further, the study investigated whether the association between children's birth order and cooperative abilities was dependent on the prosocial behaviour of other siblings in the home. The sample included 288 ethnically and sociodemographically diverse children clustered within 144 families. Cooperation was directly assessed using a problem-solving paradigm requiring two simultaneous and complementary actions of the child and adult tester to achieve a joint goal. Parents reported on the prosocial behaviour of up to four siblings in the home. Results of a multilevel analysis indicated that youngest children were more advanced in their cooperative abilities, compared to firstborn children, irrespective of their siblings' prosociality. Middle children, in contrast, were only advantaged over firstborn children if their siblings showed high levels of prosociality. The analysis accounted for a number of potential family-wide confounds, providing evidence that this is a child-specific effect related to birth order. Findings are discussed from a social constructivist perspective with an emphasis on the sibling relationship as a context for cooperative interactions that facilitate sociocognitive development. Statement of contribution What is already known on this subject? There are individual differences in children's early capacities for cooperation. Children's early cooperation has not been considered in relation to birth order and/or sibling interaction quality. What does this study add? Youngest children are advantaged in their cooperation as compared to firstborn children. Middle children are also advantaged, but only if their siblings are prosocial. The use of a developmentally sensitive within-family design reduces confounds common to birth order studies.

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“…Further, parenting behaviour has been demonstrated as a mediator of the relationship between family‐level risk (e.g. socioeconomic disadvantage) and children's cognitive development (Vernon‐Feagans, ), including language (Prime et al, ). To our knowledge, an indirect pathway from parent verbal abilities to child verbal abilities through parenting behaviour has not been examined.…”

Section: A Proposed Model Of Environmental Transmissionmentioning

confidence: 99%

The link between maternal and child verbal abilities: An indirect effect through maternal responsiveness

Prime

Wade

González

2019

Developmental Science

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Language abilities in early childhood show stability over time and play an important role in the development of other cognitive processes. Identifying modifiable environmental risk factors is important to informing prevention and early intervention efforts. Maternal verbal ability has been previously linked to child verbal ability. The current study examined whether maternal and child verbal abilities were linked indirectly through early childhood maternal responsiveness. Data come from a longitudinal birth cohort study. Participants included 133 mothers and their children recruited from maternity wards shortly after birth. Maternal verbal ability was measured using the Vocabulary subtest from the Wechsler Abbreviated Scale of Intelligence, Second Edition (child age 8 months). Child verbal ability was assessed using the Peabody Picture Vocabulary Test (36 months). A latent maternal responsiveness variable was estimated using three developmentally sensitive indicators; one during infancy (child age 8 months) and two when children were 36 months. Results of a structural equation model indicated a significant indirect effect from maternal verbal abilities to child verbal abilities through maternal responsiveness. This indirect path was significant even after inclusion of another indirect path from maternal executive functioning to child verbal ability through maternal responsiveness (which was not significant). Future studies will benefit from experimental, genetically sensitive and/or cross‐lagged designs to allow for conclusions related to directionality and causality. This body of research has implications for the study of the intergenerational transmission of verbal abilities and associated skills, behaviours and adaptive outcomes.

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The development of a measure of maternal cognitive sensitivity appropriate for use in primary care health settings

Abstract: The maternal CS measure is brief, can be easily trained, and takes 8 min to administer and code, making it potentially useful in primary healthcare settings.

Cited by 31 publications

References 35 publications

Social Cognition in Preschoolers: Effects of Early Experience and Individual Differences

Social Cognition in Preschoolers: Effects of Early Experience and Individual Differences

Birth order and preschool children's cooperative abilities: A within‐family analysis

The link between maternal and child verbal abilities: An indirect effect through maternal responsiveness

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