Cognitive Predictors of Kindergarten Achievement in African American Children.

Three aspects of cognition (fluid intelligence, executive functioning, and crystallized intelligence) in pre-K were examined as predictors of math and reading achievement in kindergarten among an economically diverse sample of 198 African American children. From a variable-centered perspective, confirmatory factor analysis revealed that the three aspects of cognition can be distinguished. Subsequent regression analyses indicated that only executive functioning and crystallized intelligence predicted math and reading achievement in kindergarten. From a person-centered perspective, three profiles of cognition were identified: low fluid and crystallized intelligence with average executive functioning, average abilities in all three areas, and high abilities in all three areas, but particularly higher in executive functioning. Children with low fluid and crystallized intelligence during pre-K had the lowest math and reading skills in kindergarten, whereas children with the highest cognitive skills had the highest math and reading skills in kindergarten. Together, the variable-centered and person-centered results suggest that perhaps there should be increased focus on crystallized intelligence in early education programs, policies, and interventions in addition to a focus on executive functioning.

Links between mothers' coping styles, toddler reactivity, and sensitivity to toddler's negative emotions.

The extent to which engaged maternal coping styles moderate the association between toddler's temperamental reactivity and mothers' sensitivity to children's negative emotions was examined in 89 mother-child dyads. Primiparous mothers completed a measure of coping styles prenatally. When toddlers were 16 months old, mothers completed a measure of perceived toddler temperament and a self-report of how they respond to toddler negative emotions, and maternal sensitivity and temperamental reactivity were observed during emotionally arousing tasks in the laboratory. Mothers' disengaged coping style was positively associated with self-reported insensitive responses to children's negative emotions. Engaged coping moderated the association between toddler temperamental reactivity and both self-reported insensitive responses and observed maternal sensitivity, such that temperamental reactivity was more strongly linked with less sensitive maternal behavior when engaged coping was low.

Mothers' emotional reactions to crying pose risk for subsequent attachment insecurity.

Links between maternal emotional reactions to crying (anger and anxiety) and infant attachment security were examined in 119 mother-infant dyads. Mothers rated the intensity of their emotional responses to videotapes of crying infants prenatally. Maternal sensitivity was observed during infant exposure to emotion eliciting tasks at six and 16 months postpartum and mothers' self-reported on their responses to their infant's negative emotions at 16 months. Infant attachment security was assessed using the Strange Situation at 16 months postpartum. Results indicated that observed sensitivity was associated with fewer avoidant and resistant behaviors and prenatal maternal anger and anxiety in response to infant crying predicted the developing attachment system independent of observed sensitivity, but in different ways. Maternal anxiety in response to crying was positively associated with resistant behaviors as a direct effect. Maternal anger in response to crying was associated with avoidant behaviors indirectly through mothers' self-reported punitive and minimizing responses to infant distress at 16 months. Theoretical, applied, and methodological implications are discussed.