Multigenerational patterns of parenting-at-risk: A test of interpersonal specificity using copy process theory.

OBJECTIVES: This study tests ways in which the perception of intergenerational continuity in parenting behaviors among child-maltreatment (CM) and non-CM families conform to Benjamin's (2006) Copy Process Theory, which considers three copy processes: Identification (be like him/her), Recapitulation (behave as if he/she is still present and in charge), and Introjection (treat myself as he/she treated me). METHOD: Across two home visits and a laboratory session, 171 mothers of preschoolers (M = 3.7 years) completed the SASB Intrex Questionnaire relative to herself, her history with her parents, and her present relationship with her child. RESULTS: Mothers' retrospective reports of her interactions with caregivers were correlated with the quality of self-reported parenting processes in interactions with her preschooler. Analyses indicated high rates of intergenerational copying in both samples for each copy process. While copying in general was observed in nearly all mothers (roughly 80%-90%) and emphasized warm, securely attached patterns, the copying of hostility and/or lack of affiliation occurred in copied profiles for about one-third of mothers. About the more problematic profiles, CM mothers tended to rate themselves as being in the child-like position they experienced in their own childhood, with themes involving hostile control perceived from their child. By contrast, non-CM mothers copied disaffiliative themes primarily in relation to themselves. CONCLUSION: Findings verify that interpersonal patterns and internalized relational histories are important keys for understanding CM risk. The use of a method that offers interpersonal specificity at the level of individual profiles has application to clinical practice with at-risk parents.

Touchscreens for Whom? Working Memory and Age Moderate the Impact of Contingency on Toddlers' Transfer From Video.

Toddlers exhibit poor transfer between video and real-world contexts. Contingently responsive video such as that found in touchscreen apps appears to assist transfer for some toddlers but not others. This study investigated the extent to which toddlers' working memory moderates the impact of contingency on toddler's transfer of learning from video. Toddlers (24-36 months; N = 134) watched a hiding event on either (a) contingent video that advanced only after touch input or (b) non-contingent video that proceeded automatically. Toddlers then searched for a corresponding object on a felt board. Additionally, toddlers' working memory (WM) was assessed. Findings indicate WM and age moderated the impact of contingency on transfer: Contingency decreased transfer in younger children while increasing transfer among older children. However, this was only true for children with relatively low WM. Contingency had little impact on transfer among children with relatively high WM, regardless of age. Results from this study suggest that WM is one specific moderator that predicts whether toddlers are likely to learn from contingent vs. non-contingent video, yet WM does not operate in isolation. Together, these findings underscore the importance of considering multiple child characteristics when identifying the optimal conditions for toddlers' learning from symbolic media.

Understanding the Transfer Deficit: Contextual Mismatch, Proactive Interference, and Working Memory Affect Toddlers' Video-Based Transfer.

Researchers tested the impact of contextual mismatch, proactive interference, and working memory (WM) on toddlers' transfer across contexts. Forty-two toddlers (27-34 months) completed four object-retrieval trials, requiring memory updating on Trials 2-4. Participants watched hiding events on a tablet computer. Search performance was tested using another tablet (match) or a felt board (mismatch). WM was assessed. On earlier search trials, WM predicted transfer in both conditions, and toddlers in the match condition outperformed those in the mismatch condition; however, the benefit of contextual match and WM decreased over trials. Contextual match apparently increased proactive interference on later trials. Findings are interpreted within existing accounts of the transfer deficit, and a combined account is proposed.

Toddlers' Word Learning From Contingent and Noncontingent Video on Touch Screens.

Researchers examined whether contingent experience using a touch screen increased toddlers' ability to learn a word from video. One hundred and sixteen children (24-36 months) watched an on-screen actress label an object: (a) without interacting, (b) with instructions to touch anywhere on the screen, or (c) with instructions to touch a specific spot (location of labeled object). The youngest children learned from contingent video in the absence of reciprocal interactions with a live social partner, but only when contingent video required specific responses that emphasized important information on the screen. Conversely, this condition appeared to disrupt learning by slightly older children who were otherwise able to learn words by passively viewing noninteractive video. Results are interpreted with respect to selective attention and encoding.

Infant gaze following during parent-infant coviewing of baby videos.

A total of 122 parent-infant dyads were observed as they watched a familiar or novel infant-directed video in a laboratory setting. Infants were between 12-15 and 18-21 months old. Infants were more likely to look toward the TV immediately following their parents' look toward the TV. This apparent social influence on infant looking at television was not solely due to the common influence of the television program on looking behavior. Moreover, infant looks that were preceded by parent looks tended to be longer in length than those that were not preceded by parent looks, suggesting that infants assign greater value to media content attended to by their parents. Thus, parental patterns of attention to television may influence early viewing behavior.

Video comprehensibility and attention in very young children.

Earlier research established that preschool children pay less attention to television that is sequentially or linguistically incomprehensible. The authors of this study determined the youngest age for which this effect can be found. One hundred and three 6-, 12-, 18-, and 24-month-olds' looking and heart rate were recorded while they watched Teletubbies, a television program designed for very young children. Experimenters manipulated comprehensibility by either randomly ordering shots or reversing dialogue to become backward speech. Infants watched 1 normal segment and 1 distorted version of the same segment. Only 24-month-olds, and to some extent 18-month-olds, distinguished between normal and distorted videos by looking for longer durations toward the normal stimuli. The results suggest that it may not be until the middle of the second year that children demonstrate the earliest beginnings of comprehension of video as it is currently produced.

Formal production features of infant and toddler DVDs.

OBJECTIVE: To describe how DVDs designed for very young children are constructed, focusing on the formal production features used to present the program content. DESIGN: Descriptive study of the concentrations of perceptually salient, nonsalient, and reflective formal features. PARTICIPANTS: Fifty-nine DVDs designed for children younger than 3 years. Main Exposure The presence and absence of specific formal features. OUTCOME MEASURES: Concentrations of reflective (singing, rhyming, camera zooms, and moderate character action), perceptually salient (rapid pacing, fast action, camera cuts, sound effects, character vocalizations, and visual special effects), and nonsalient (low-action sequences, narration, and dialogue by men, women, or children) formal features. RESULTS: Programs were composed of high concentrations of perceptually salient features, such as rapid pace and camera cuts, which are difficult even for older children to understand. Reflective features, which provide opportunities to rehearse content, were relatively rare. Character action was typically nonsalient. The DVDs used speech only 24% of the time and failed to selectively use speakers, such as choosing a child over an adult for dialogue and narration, which garners slightly older children's visual attention. CONCLUSIONS: Producers who claim that their programs are educational should pay more attention to how they transmit content. Most programs directed at infants and toddlers rely on perceptually salient features like rapid pacing and camera cuts, which may elicit attention and interest but are most likely very difficult for a young audience to understand.

The impact of background television on parent-child interaction.

This study investigated the hypothesis that background television affects interactions between parents and very young children. Fifty-one 12-, 24-, and 36-month-old children, each accompanied by 1 parent, were observed for 1 hr of free play in a laboratory space resembling a family room. For half of the hour, an adult-directed television program played in the background on a monaural television set. During the other half hour, the television was not on. Both the quantity and quality of parent-child interaction decreased in the presence of background television. These findings suggest one way in which early, chronic exposure to television may have a negative impact on development.

Tipping the balance: use of advergames to promote consumption of nutritious foods and beverages by low-income African American children.

OBJECTIVE: To examine how advergames, which are online computer games developed to market a product, affect consumption of healthier and less healthy snacks by low-income African American children. DESIGN: Cross-sectional, between-subjects examination of an advergame in which children were rewarded for having their computer character consume healthier or less healthy foods and beverages. Children were randomly assigned to 1 of the following 3 conditions: (1) the healthier advergame condition, (2) the less healthy advergame condition, or (3) the control condition. SETTING: Urban public elementary schools. PARTICIPANTS: Thirty low-income, African American children aged 9 to 10 years. Main Exposure Children in the treatment conditions played a less healthy or a healthier version of an advergame 2 times before choosing and eating a snack and completing the experimental measures. Children in the control group chose and ate a snack before playing the game and completing the measures. MAIN OUTCOME MEASURES: The number of healthier snack items children selected and ate and how much children liked the game. RESULTS: Children who played the healthier version of the advergame selected and ate significantly more healthy snacks than did those who played the less healthy version. Children reported liking the advergame. CONCLUSIONS: Findings suggest that concerns about online advergames that market unhealthy foods are justified. However, advergames may also be used to promote healthier foods and beverages. This kind of social marketing approach could tip the scales toward the selection of higher-quality snacks, thereby helping to curb the obesity epidemic.

The effects of background television on the toy play behavior of very young children.

This experiment tests the hypothesis that background, adult television is a disruptive influence on very young children's behavior. Fifty 12-, 24-, and 36-month-olds played with a variety of toys for 1 hr. For half of the hour, a game show played in the background on a monaural TV set. During the other half hour, the TV was off. The children looked at the TV for only a few seconds at a time and less than once per minute. Nevertheless, background TV significantly reduced toy play episode length as well as focused attention during play. Thus, background television disrupts very young children's play behavior even when they pay little overt attention to it. These findings have implications for subsequent cognitive development.

On the road to obesity: Television viewing increases intake of high-density foods.

Television viewing (TVV) has been linked with obesity, possibly through increased sedentary behavior and/or through increased ingestion during TVV. The proposition that TVV causes increased feeding, however, has not been subjected to experimental verification until recently. Our objective was to determine if the amount eaten of two familiar, palatable, high-density foods (pizza and macaroni and cheese) was increased during a 30-min meal when watching TV. In a within-subjects design, one group of undergraduates (n = 10) ate pizza while watching a TV show of their choice for one session and when listening to a symphony during the other session. A second group of undergraduates (n = 10) ate macaroni and cheese (M&C). TVV increased caloric intake by 36% (one slice on average) for pizza and by 71% for M&C. Eating patterns also differed between conditions. Although the length of time to eat a slice of pizza remained stable between viewing conditions, the amount of time before starting another slice was shorter during TVV. In contrast, M&C was eaten at a faster rate and for a longer period of time during TVV. Thus, watching television increases the amount eaten of high-density, palatable, familiar foods and may constitute one vector contributing to the current obesity crisis.