Development of the Telephone-based Daily Instrumental Activities of Living (T-DIAL) to assess financial management remotely in older adults.

The current study evaluated the reliability and validity of a novel, performance-based banking task in 60 younger (18-34 years) and 60 older (50-85 years) adults. All participants completed the Telephone-based Daily Instrumental Activities of Living (T-DIAL) using interactive voice response technology to complete a series of mock actions with a financial institution via telephone. The T-DIAL showed strong inter-rater reliability and internal consistency. T-DIAL accuracy was significantly and independently related to better self-reported instrumental activities of daily living and executive functions at a large effect size. Findings from this study provided preliminary supportive evidence for the reliability and validity of the T-DIAL, which had robust associations with manifest everyday functioning and higher-order cognitive ability. Future work is needed on the psychometrics (e.g. test-retest reliability, normative standards), and construct validity (e.g. diagnostic accuracy) of the T-DIAL in neurocognitive disorders and under-served communities for whom remote evaluations might be particularly relevant.

Comparing apples to manzanas and oranges to naranjas: A new measure of English-Spanish vocabulary for dual language learners.

The valid assessment of vocabulary development in dual-language-learning infants is critical to developmental science. We developed the Dual Language Learners English-Spanish (DLL-ES) Inventories to measure vocabularies of U.S. English-Spanish DLLs. The inventories provide translation equivalents for all Spanish and English items on Communicative Development Inventory (CDI) short forms; extended inventories based on CDI long forms; and Spanish language-variety options. Item-Response Theory analyses applied to Wordbank and Web-CDI data (n = 2603, 12-18 months; n = 6722, 16-36 months; half female; 1% Asian, 3% Black, 2% Hispanic, 30% White, 64% unknown) showed near-perfect associations between DLL-ES and CDI long-form scores. Interviews with 10 Hispanic mothers of 18- to 24-month-olds (2 White, 1 Black, 7 multi-racial; 6 female) provide a proof of concept for the value of the DLL-ES for assessing the vocabularies of DLLs.

Early development of saliency-driven attention through object manipulation.

In the first years of life, infants progressively develop attention selection skills to gather information from visually clustered environments. As young as newborns, infants are sensitive to the distinguished differences in color, orientation, and luminance, which are the components of visual saliency. However, we know little about how saliency-driven attention emerges and develops socially through everyday free-viewing experiences. The present work assessed the saliency change in infants' egocentric scenes and investigated the impacts of manual engagements on infant object looking in the interactive context of object play. Thirty parent-infant dyads, including infants in two age groups (younger: 3- to 6-month-old; older: 9- to 12-month-old), completed a brief session of object play. Infants' looking behaviors were recorded by the head-mounted eye-tracking gear, and both parents' and infants' manual actions on objects were annotated separately for analyses. The present findings revealed distinct attention mechanisms that underlie the hand-eye coordination between parents and infants and within infants during object play: younger infants are predominantly biased toward the characteristics of the visual saliency accompanying the parent's handled actions on the objects; on the other hand, older infants gradually employed more attention to the object, regardless of the saliency in view, as they gained more self-generated manual actions. Taken together, the present work highlights the tight coordination between visual experiences and sensorimotor competence and proposes a novel dyadic pathway to sustained attention that social sensitivity to parents' hands emerges through saliency-driven attention, preparing infants to focus, follow, and steadily track moving targets in free-flow viewing activities.

What children with and without ASD see: Similar visual experiences with different pathways through parental attention strategies.

Background and aims: Although young children's gaze behaviors in experimental task contexts have been shown to be potential biobehavioral markers relevant to autism spectrum disorder (ASD), we know little about their everyday gaze behaviors. The present study aims (1) to document early gaze behaviors that occur within a live, social interactive context among children with and without ASD and their parents, and (2) to examine how children's and parents' gaze behaviors are related for ASD and typically developing (TD) groups. A head-mounted eye-tracking system was used to record the frequency and duration of a set of gaze behaviors (such as sustained attention [SA] and joint attention [JA]) that are relevant to early cognitive and language development. Methods: Twenty-six parent-child dyads (ASD group = 13, TD group = 13) participated. Children were between the ages of 3 and 8 years old. We placed head-mounted eye trackers on parents and children to record their parent- and child-centered views, and we also recorded their interactive parent-child object play scene from both a wall- and ceiling-mounted camera. We then annotated the frequency and duration of gaze behaviors (saccades, fixation, SA, and JA) for different regions of interest (object, face, and hands), and attention shifting. Independent group t-tests and ANOVAs were used to observe group comparisons, and linear regression was used to test the predictiveness of parent gaze behaviors for JA. Results: The present study found no differences in visual experiences between children with and without ASD. Interestingly, however, significant group differences were found for parent gaze behaviors. Compared to parents of ASD children, parents of TD children focused on objects and shifted their attention between objects and their children's faces more. In contrast, parents of ASD children were more likely to shift their attention between their own hands and their children. JA experiences were also predicted differently, depending on the group: among parents of TD children, attention to objects predicted JA, but among parents of ASD children, attention to their children predicted JA. Conclusion: Although no differences were found between gaze behaviors of autistic and TD children in this study, there were significant group differences in parents' looking behaviors. This suggests potentially differential pathways for the scaffolding effect of parental gaze for ASD children compared with TD children. Implications: The present study revealed the impact of everyday life, social interactive context on early visual experiences, and point to potentially different pathways by which parental looking behaviors guide the looking behaviors of children with and without ASD. Identifying parental social input relevant to early attention development (e.g., JA) among autistic children has implications for mechanisms that could support socially mediated attention behaviors that have been documented to facilitate early cognitive and language development and implications for the development of parent-mediated interventions for young children with or at risk for ASD.Note: This paper uses a combination of person-first and identity-first language, an intentional decision aligning with comments put forth by Vivanti (Vivanti, 2020), recognizing the complexities of known and unknown preferences of those in the larger autism community.

Palladium-catalyzed/copper-mediated carbon-carbon cross-coupling reaction for synthesis of 6-unsubstituted 2-aryldihydropyrimidines.

Dihydropyrimidines (DPs) show a wide range of biological activities for medicinal applications. Among the DP derivatives, 2-aryl-DPs have been reported to display remarkable pharmacological properties. In this work, we describe a method for the synthesis of hitherto unavailable 6-unsubstituted 2-aryl-DPs by Pd-catalyzed/Cu-mediated carbon-carbon cross-coupling reaction of 1-Boc 2-methylthio-DPs with organostannane reagents. The Boc group of the substrate significantly increases the substrate reactivity. Aryl tributylstannanes having various substituents such as MeO, Ph, CF3, CO2Me, and NO2 groups smoothly afforded the corresponding products in high yields. Various heteroaryl tributylstannanes having 2-, or 3-thienyl, 2-, or 3-pyridinyl groups were also applicable to the reaction. Regarding the substituents at the 4-position, the reactions of DPs bearing various aryl and alkyl substituents proceeded smoothly to give the desired products. The Boc group of the products was removed under a standard acidic condition to produce N-unsubstituted DP as a mixture of the tautomers in quantitative yields. The synthetic procedure was also applied to 4,4,6-trisubstituted 2-methylthio-DP to give novel 2,4,4,5,6-pentasubstituted DP. Therefore, the Pd-catalyzed/Cu-mediated reaction should help expand the DP-based molecular diversity, which would impact biological and pharmacological studies.

Why the parent's gaze is so powerful in organizing the infant's gaze: The relationship between parental referential cues and infant object looking.

Parental scaffolding such as looking at and showing objects has long been considered to be helpful for early attention and language development. However, relatively little is known about how parental social multimodal cues work alone or together in guiding an infant's attention toward the referent items. The present study aims to document the dynamics of social referential input during an interactive play session and specify the different types of social cues in directing infant attention. Forty-three parent-infant dyads (infants aged from 5.0 to 18.0 months) in the U.S. completed a short play session recorded by head-mounted camera with eye-trackers. The present findings suggest that joint attention between parent and infant toward the same referent item often co-occurred with other referential input. Infants were more likely to maintain sustained attention to an object under the circumstance that the parent looked at the same item and named it explicitly. This was not the case when parent object looking accompanied other utterances, like "Look!" or the child's name. The present study highlights the importance of multimodal referential input, which sets up enriched opportunities for children to become sensitive to social input and develop sustained attention for further learning.

Shared Multimodal Input Through Social Coordination: Infants With Monolingual and Bilingual Learning Experiences.

A growing number of children in the United States are exposed to multiple languages at home from birth. However, relatively little is known about the early process of word learning-how words are mapped to the referent in their child-centered learning experiences. The present study defined parental input operationally as the integrated and multimodal learning experiences as an infant engages with his/her parent in an interactive play session with objects. By using a head-mounted eye tracking device, we recorded visual scenes from the infant's point of view, along with the parent's social input with respect to gaze, labeling, and actions of object handling. Fifty-one infants and toddlers (aged 6-18 months) from an English monolingual or a diverse bilingual household were recruited to observe the early multimodal learning experiences in an object play session. Despite that monolingual parents spoke more and labeled more frequently relative to bilingual parents, infants from both language groups benefit from a comparable amount of socially coordinated experiences where parents name the object while the object is looked at by the infant. Also, a sequential path analysis reveals multiple social coordinated pathways that facilitate infant object looking. Specifically, young children's attention to the referent objects is directly influenced by parent's object handling. These findings point to the new approach to early language input and how multimodal learning experiences are coordinated socially for young children growing up with monolingual and bilingual learning contexts.

Older age and online health information search behaviors: The mediating influence of executive functions.

INTRODUCTION: Searching the internet for health-related information is a complex and dynamic goal-oriented process that ostensibly places demands on executive functions, which are higher-order cognitive abilities that can deteriorate with older age. This study examined the effects of older age on electronic health (eHealth) search behavior and the potential mediating influence of executive functions. METHOD: Fifty younger adults (≤ 35 years) and 41 older adults (≥50 years) completed naturalistic eHealth search tasks involving fact-finding (Fact Search) and symptom determination (Symptom Search), a neurocognitive battery, and a series of self-report questionnaires. RESULTS: Multiple regression models controlling for potentially confounding psychiatric symptoms, health conditions, literacy, and demographic variables revealed that older adults were slower and less accurate than younger adults on the eHealth Fact Search task, but not on the eHealth Symptom Search task. Executive functions mediated the relationship between age and Fact and Symptom Search accuracy, independent of basic processing speed and attention. Parallel mediation models showed that episodic memory was not an independent mediator of age and search accuracy for either eHealth task once speed/attention and executive functions were included. CONCLUSIONS: Older adults can experience difficulty searching the internet for some health-related information, which is at least partly attributable to executive dysfunction. Future studies are needed to determine the benefits of training in the organizational and strategic aspects of internet search for older adults and whether these findings are applicable to clinical populations with executive dysfunction.

Testing the Link Between Mothers' General Reflective Function Capacity and Adolescent Borderline Personality Features: Perceived Parenting Behaviors as a Potential Mechanism.

Impairments in mothers' reflective function (RF), the ability to imagine the mental states of the self and others, underlies maladaptive parenting strategies, which have been associated with borderline personality disorder (BPD). The current study evaluated the association between mother's RF and adolescents' BPD and the mediating role of a range of parenting behaviors. Five hundred and thirty-one inpatient adolescents and their mothers participated in the current study. A multimethod assessment of BPD was used alongside mothers' self-reported quality of RF. Children completed three questionnaires about maternal parenting behaviors. There was no direct relation between mother's RF capacity and adolescents' BPD. However, mothers' adaptive certainty about mental states related to less severe BPD in adolescents, specifically through decreases in inconsistent punishment. Mothers' RF capacity predicted various parenting behaviors, which was associated with adolescents' BPD severity. Implications of findings for early intervention and prevention are discussed.

The Structure of Processing Speed in Children and its Impact on Reading.

The present study had two aims. First, we set out to evaluate the structure of processing speed in children by comparing five alternative models: two conceptual models (a unitary model, a complexity model) and three methodological models (a stimulus material model, an output response model, and a timing modality model). Second, we then used the resulting models to predict multiple types of reading, a highly important developmental outcome, using other well-known predictors as covariates. Participants were 844 children enrolled in third through fifth grade in urban public elementary schools who received 16 measures of processing speed that varied in the above dimensions. A two-factor complexity model that differentiated between simple and complex processing speed was the preferred model and fit the data well. Both types of PS predicted reading fluency, and complex (but not simple) PS predicted single word reading and comprehension. Results offer insight to the structure of processing speed, its relation to closely related concepts (such as executive function), and provide nuance to the understanding of the way processing speed influences reading.

Parents' gesture adaptations to children with autism spectrum disorder.

The present study focused on parents' social cue use in relation to young children's attention. Participants were ten parent-child dyads; all children were 36 to 60 months old and were either typically developing (TD) or were diagnosed with autism spectrum disorder (ASD). Children wore a head-mounted camera that recorded the proximate child view while their parent played with them. The study compared the following between the TD and ASD groups: (a) frequency of parent's gesture use; (b) parents' monitoring of their child's face; and (c) how children looked at parents' gestures. Results from Bayesian estimation indicated that, compared to the TD group, parents of children with ASD produced more gestures, more closely monitored their children's faces, and provided more scaffolding for their children's visual experiences. Our findings suggest the importance of further investigating parents' visual and gestural scaffolding as a potential developmental mechanism for children's early learning, including for children with ASD.

Early Executive Function: The Influence of Culture and Bilingualism.

Evidence suggests that cultural experiences and learning multiple languages have measurable effects on children's cognitive development (EF). However, the precise impact of how bilingualism and culture contribute to observed effects remains inconclusive. The present study aims to investigate how these factors shape the development of early EF constructs longitudinally, between monolingual and bilingual children at ages 3, 3 ½ and 4 years, with a set of EF tasks that are uniquely relevant to the effects of bilingualism and cultural practices. We hypothesize that the effects of bilingualism and cultural backgrounds (i.e., Eastern) are based on different, though related, cognitive control processes associated with different EF constructs. Results revealed a significant bilingualism effect on cognitive control processes measuring selective attention, switching, and inhibition; while an effect of culture was most pronounced on behavioral regulation/response inhibition. Contributions of bilingualism and cultural experiences on individual EF constructs across development are discussed.

Reproducibility and a unifying explanation: Lessons from the shape bias.

The goal of science is to advance our understanding of particular phenomena. However, in the field of development, the phenomena of interest are complex, multifaceted, and change over time. Here, we use three decades of research on the shape bias to argue that while replication is clearly an important part of the scientific process, integration across the findings of many studies that include variations in procedure is also critical to create a coherent understanding of the thoughts and behaviors of young children. The "shape bias," or the tendency to generalize a novel label to novel objects of the same shape, is a reliable and robust behavioral finding and has been shown to predict future vocabulary growth and possible language disorders. Despite the robustness of the phenomenon, the way in which the shape bias is defined and tested has varied across studies and laboratories. The current review argues that differences in performance that come from even seemingly minor changes to the participants or task can offer critical insight to underlying mechanisms, and that working to incorporate data from multiple labs is an important way to reveal how task variation and a child's individual pathway creates behavior-a key issue for understanding developmental phenomena.

Visual Constancies Amidst Changes in Handled Objects for 5- to 24-Month-Old Infants.

Manual skills slowly develop throughout infancy and have been shown to create clear views of objects that provide better support for visually sustained attention, recognition, memory, and learning. These clear views may coincide with the development of manual skills, or that social scaffolding supports clear viewing experiences like those generated by toddlers during active object exploration. This study used a head-mounted eye tracker to record 5- to 24-month-olds' object views during repeated mother-infant play sessions (Ns = 18). Results show an early beginning of scaffolding in which parents generate views similar to those of older infants and toddlers, resulting in increased fixations to objects. The finding implicates parents as early scaffolders of object attention and learning.

[Formula: see text]Cognitive and behavioral rating measures of executive function as predictors of academic outcomes in children.

Interrelations of two measurement methods (cognitive versus behavioral ratings) for executive function (EF) were examined and related to reading comprehension and math calculations in fourth and fifth grade students (n = 93) in the context of a diverse urban student population. Relations among measures within four EF processes (working memory, planning, inhibition and shifting) were modest; relations to academics were stronger. EF measures contributed to both academic outcomes even in the context of relevant covariates (age, language and educational program). Working memory was particularly important for reading comprehension across measurement type. Cognitive measures from all EF processes, particularly inhibition and planning, and behavioral ratings of working memory were important for math.

Highlighting in Early Childhood: Learning Biases Through Attentional Shifting.

The literature on human and animal learning suggests that individuals attend to and act on cues differently based on the order in which they were learned. Recent studies have proposed that one specific type of learning outcome, the highlighting effect, can serve as a framework for understanding a number of early cognitive milestones. However, little is known how this learning effect itself emerges among children, whose memory and attention are much more limited compared to adults. Two experiments were conducted using different versions of the general highlighting paradigm: Experiment 1 tested 3 to 6 year olds with a newly developed image-based version of the paradigm, which was designed specifically to test young children. Experiment 2 tested the validity of an image-based implementation of the highlighting paradigm with adult participants. The results from Experiment 1 provide evidence for the highlighting effect among children 3-6 years old, and they suggest age-related differences in dividing attention among multiple cues during learning. Experiment 2 replicated results from previous studies by showing robust biases for both image-based and text-based versions of the highlighting task. This study suggests that sensitivity to learning order emerges early through the process of cued attention, and the role of the highlighting effect in early language learning is discussed.

Contributions of head-mounted cameras to studying the visual environments of infants and young children.

Head-mounted video cameras (with and without an eye camera to track gaze direction) are being increasingly used to study infants' and young children's visual environments and provide new and often unexpected insights about the visual world from a child's point of view. The challenge in using head cameras is principally conceptual and concerns the match between what these cameras measure and the research question. Head cameras record the scene in front of faces and thus answer questions about those head-centered scenes. In this "tools of the trade" article, we consider the unique contributions provided by head-centered video, the limitations and open questions that remain for head-camera methods, and the practical issues of placing head-cameras on infants and analyzing the generated video.

Differential effects of bilingualism and culture on early attention: a longitudinal study in the U.S., Argentina, and Vietnam.

A large body of literature suggests that bilingualism strongly influences attentional processes among a variety of age groups. Increasing studies, however, indicate that culture may also have measurable effects on attentional processes. Bilinguals are often exposed to multiple cultural backgrounds, therefore, it is unclear if being exposed to multiple languages and culture together influence attentional processes, or if the effect themselves are uniquely linked to different attentional processes. The present study explores the relevancy of different attentional processes-alerting, orienting, and executive control-to language and to culture. In the present study, 97 3-years-old (Mean age = 38.78 months) monolingual and bilingual children from three countries (the U.S., Argentina, and Vietnam) were longitudinally tested for a total of five time points on a commonly used non-linguistic attentional paradigm-the Attention Network Test. Results demonstrate that when other factors are controlled (e.g., socio-economic status, vocabulary knowledge, age), culture plays an important role on the development of the alerting and executive control attentional network, while language status was only significant on the executive control attentional network. The present study indicates that culture may interact with bilingualism to further explain previous reported advantages, as well as elucidate the increasing disparity surrounding cognitive advantages in bilingual literature.

Semantic facilitation in bilingual first language acquisition.

Bilingual first language learners face unique challenges that may influence the rate and order of early word learning relative to monolinguals. A comparison of the productive vocabularies of 435 children between the ages of 6 months and 7 years-181 of which were bilingual English learners-found that monolinguals learned both English words and all-language concepts faster than bilinguals. However, bilinguals showed an enhancement of an effect previously found in monolinguals-the preference for learning words with more associative cues. Though both monolinguals and bilinguals were best fit by a similar model of word learning, semantic network structure and growth indicated that the two groups were learning English words in a different order. Further, in comparison with a model of two-monolinguals-in-one-mind, bilinguals overproduced translational equivalents. Our results support an emergent account of bilingual first language acquisition, where learning a word in one language facilitates its acquisition in a second language.

The Role of Search Speed in the Contextual Cueing of Children's Attention.

The contextual cueing effect is a robust phenomenon in which repeated exposure to the same arrangement of random elements guides attention to relevant information by constraining search. The effect is measured using an object search task in which a target (e.g., the letter T) is located within repeated or nonrepeated visual contexts (e.g., configurations of the letter L). Decreasing response times for the repeated configurations indicates that contextual information has facilitated search. Although the effect is robust among adult participants, recent attempts to document the effect in children have yielded mixed results. We examined the effect of search speed on contextual cueing with school-aged children, comparing three types of stimuli that promote different search times in order to observe how speed modulates this effect. Reliable effects of search time were found, suggesting that visual search speed uniquely constrains the role of attention toward contextually cued information.