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At least 19 recordsLinked to original sources
PubMed1998

The relation of change in maternal interactive styles to the developing social competence of full-term and preterm children.

This study evaluated the changing nature of mothers' interactive behaviors to understand alterations in children's social development across 6, 12, 24, and 40 months of age. Social skills were observed during daily activities and toy play in the home for medically high risk (HR; n = 73) and low risk (LR; n = 114) very low birthweight (VLBW) preterm and full-term (FT; n = 112) children. Variations in mothers' responses to children's changing capabilities predicted rates of change in children's social skills. For example, mothers who showed higher levels of maintaining measured across 6 to 40 months had children who displayed greater increases in initiating, but this was more apparent in daily activities than toy play and for the VLBW children compared to the FT children. Those VLBW children at the highest degrees of biological risk displayed faster gains in initiating than the other groups when their mothers provided even greater levels of support. Results demonstrate the importance of using methodologies that test more complex models of growth when evaluating parent-child relations.

Child Development↗
PubMed2005

Promoting positive adult functioning through social development intervention in childhood: long-term effects from the Seattle Social Development Project.

OBJECTIVE: To examine the long-term effects of the Seattle Social Development Project intervention in promoting positive adult functioning and preventing mental health problems, crime, and substance use (including tobacco, alcohol, and other drugs) at 21 years of age. DESIGN: This nonrandomized controlled trial followed up participants to 21 years of age, 9 years after the intervention ended. We compared the following 3 intervention conditions: a full 6-year intervention (grades 1 through 6); a late 2-year intervention (grades 5 and 6 only); and a no-treatment control condition. SETTING: Eighteen public elementary schools serving diverse neighborhoods, including high-crime neighborhoods, of Seattle, Wash. PARTICIPANTS: A sex-balanced, multiethnic sample of 605 participants across the 3 conditions who completed interviews at 21 years of age (94% of the original sample in these conditions). INTERVENTIONS: Teacher training in classroom instruction and management, child social and emotional skill development, and parent training. MAIN OUTCOME MEASURES: Self-reports of functioning in school and work, emotional and mental health, and crime and substance use at 21 years of age and official court records. RESULTS: Broad significant effects on functioning in school and work and on emotional and mental health were found. Fewer significant effects on crime and substance use were found at 21 years of age. Most outcomes had a consistent dose effect, with the strongest effects in subjects in the full-intervention group and effects in the late-intervention group between those in the full-intervention and control groups. CONCLUSIONS: A theory-guided preventive intervention that strengthened teaching and parenting practices and taught children interpersonal skills during the elementary grades had wide-ranging beneficial effects on functioning in early adulthood.

Adolescent↗
PubMedDate not supplied

[Social development and family composition (author's transl)].

Starting from the theory regarding the social behaviour of the child and, on the other hand, from the concept of the family as a cultural and psychological and, in addition, sociological unit, an index of social development for children of 6 to 14 years of age is presented, and which is obtained by adding the process of school adaptation plus the process of learning plus personal attitudes. Having this hypothesis as a working basis, a study has been carried out on a total of 240 pupils (120 males and 120 girls) included in the chronological age of from 6 to 14 and belonging to National Schools in Zaragoza (Spain) and within the on going program of growth and development. Social development has been studied through inquiries of personal application at family level and through the application of psychograms of our own tabulation. The number of children in the family has been related to the aforementioned parameters, five family units having been established: one child, two children, three children, four children, five or more children. The overall result indicates that the index of social development proposed by us is higher in the case of unique children; that it is practically the same for those children whose family unit is of two, three or four children, and is sensibly lesser in children included in the family unit of five or more children.

Adaptation, Psychological↗
PubMed1979

Effects of chronic lead ingestion on social development in infant rhesus monkeys.

The social behavior of infant rhesus monkeys during the first year of life was examined under a variety of lead (Pb) exposure conditions in four separate experiments. Daily ingestion of PB acetate in milk for one year elevated blood Pb levels to 30-100 microgram/dl, suppressed play, increased social clinging, and exacerbated the disruption of social behavior caused by changing the play environment midway through the year of observation. The presence of control monkeys in social test-groups reduced the magnitude of Pb-induced social behavior changes. In contrast to daily postnatal Pb exposure, chronic exposure to Pb during gestation had no measurable effect on postnatal social development, and acute, transient postnatal Pb exposure (producing blood Pb levels > 200 microgram/dl during month 2 of life) affected only the monkeys' response to the change in the plan environment. These data suggest that daily ingestion of Pb, and not a previously-acquired tissue burden, was responsible for the long-term changes in social development observed. The results are discussed in the general context of primate social development, which is thought to require adequate interactive play for appropriate social integration and reproductive behavior at maturity.

Aging↗
PubMedDate not supplied

A model of preverbal social development and its application to social dysfunctions in autism.

Studies of early face perception are used to develop a model of how face expressions might be transduced to initiate consonant internal affect, related outward expressions and other behaviours. Underlying neural mechanisms and processes are identified. The model is generalised to offer an account of aspects of typical preverbal social development. It is then used to develop aetiological hypotheses about the lack of social interest and motivation in autism and to provide a framework for evaluating other theories of autism. Although derived from existing literature, the model offers a distinctive account.

Amygdala↗
PubMed2006

Social development from infancy to adolescence: longitudinal and concurrent factors in an adoption sample.

In the present longitudinal study, early adopted children (N = 160) were followed from infancy to adolescence to assess the influence of previous and concurrent factors on the children's social development. This study allowed for more conclusive evidence of the influence of early and concurrent rearing experiences and temperament on adolescents' social development, independent of shared genetic factors between children and parents. Results showed that social development and temperament were stable over time and that both previous and current parental sensitivity were important in predicting social development in adolescence. Quality of the early parent-child relationship was indirectly associated with social development in adolescence through the influence on social development in middle childhood. Maternal sensitivity in middle childhood and in adolescence partly buffered the negative effects of difficult temperament on social development in adolescence. Adaptation emerged as the product of both developmental history and current circumstances.

Adaptation, Psychological↗
PubMed1993

Quantifying social development in autism.

OBJECTIVE: This study was concerned with the development of quantitative measures of social development in autism. METHOD: Multiple regression equations predicting social, communicative, and daily living skills on the Vineland Adaptive Behavior Scales were derived from a large, normative sample and applied to groups of autistic and nonautistic, developmentally disordered children. Predictive models included either mental or chronological age and other relevant variables. RESULTS: Social skills in the autistic group were more than two standard deviations below those predicted by their mental age; an index derived from the ratio of actual to predicted social skills correctly classified 94% of the autistic and 92% of the nonautistic, developmentally disordered cases. CONCLUSIONS: The findings are consistent with the idea that social disturbance is central in the definition of autism. The approach used in this study has potential advantages for providing more precise measures of social development in autism.

Adolescent↗
PubMed1993

A controlled study of the psycho-social development of children conceived following insemination with donor semen.

Although donor insemination has been used to produce pregnancies for many years, there has been little information on how children conceived in this unusual manner develop psycho-socially. We have therefore carried out a controlled quantitative assessment comparing children who were conceived by donor insemination to adoptees and naturally conceived children who were matched for age and sex. We conclude that the psycho-social development of donor insemination children was no different from the two control groups.

Adoption↗
PubMed2001

Parent-adolescent reciprocity in negative affect and its relation to early adult social development.

The purposes of this 9-year, prospective longitudinal study were (a) to investigate hypothesized reciprocal growth in negative emotions between parents and adolescents and (b) to examine the influence of this reciprocal process on the development of social relationships during early adulthood. The results showed that both parents' and adolescents' initial levels of negative emotion toward each other predicted the rate of growth and rate of change in growth of expressed negative affect. In addition, the analyses indicated that an adolescent's enmeshment in reciprocal negativity in the family of origin carried over into early adult social relationships. The findings demonstrate the reciprocal nature of negative affect in interactions between parents and adolescents and suggest that family experience with this interactional style may have an adverse influence on the development of early adult social relationships.

Adolescent↗
PubMed2000

Effortful control in early childhood: continuity and change, antecedents, and implications for social development.

The course, antecedents, and implications for social development of effortful control were examined in this comprehensive longitudinal study. Behavioral multitask batteries and parental ratings assessed effortful control at 22 and 33 months (N = 106). Effortful control functions encompassed delaying, slowing down motor activity, suppressing/initiating activity to signal, effortful attention, and lowering voice. Between 22 and 33 months, effortful control improved considerably, its coherence increased, it was stable, and it was higher for girls. Behavioral and parent-rated measures converged. Children's focused attention at 9 months, mothers' responsiveness at 22 months, and mothers' self-reported socialization level all predicted children's greater effortful control. Effortful control had implications for concurrent social development. Greater effortful control at 22 months was linked to more regulated anger, and at 33 months, to more regulated anger and joy and to stronger restraint.

Affect↗
PubMed1996

The Emanuel Miller Memorial Lecture 1995. Children's relationships: bridging the divide between cognitive and social development.

Recent research that bridges the divide between cognitive and social development in early childhood illuminates, but also sets challenges, for both fields. The implications of recent studies of children's social interactions for research on cognitive development--in particular, the development of understanding mind and emotion--are considered, then the implications of new cognitive research for understanding social development are discussed. An example of longitudinal research on children's relationships with family and friends between 2 and 7 years is described, highlighting links between individual differences in cognitive and social development.

Awareness↗
PubMed2006

Growth, motor, and social development in breast- and formula-fed infants of metformin-treated women with polycystic ovary syndrome.

OBJECTIVES: To test the hypothesis that metformin during lactation versus formula feeding would have no adverse effects on infants' growth, motor-social development, or intercurrent illness. STUDY DESIGN: Growth, motor-social development, and illness requiring a pediatrician visit were assessed in 61 nursing infants (21 male, 40 female) and 50 formula-fed infants (19 male, 31 female) born to 92 mothers with polycystic ovary syndrome (PCOS) taking a median of 2.55 g metformin per day throughout pregnancy and lactation. RESULTS: Within sex, at 3 and 6 months of age, weight, height, and motor-social development did not differ (p > or = .06) between breast- and formula-fed infants. No infants had retardation of growth, motor, or social development. Intercurrent illnesses did not differ. CONCLUSIONS: Metformin during lactation appears to be safe and effective in the first 6 months of infancy.

Adult↗
PubMed1997

Social development in nursery-reared pigtailed macaques (Macaca nemestrina).

The social development of 240 nursery-reared pigtailed macaques (Macaca nemestrina) was studied from postnatal weeks 4 to 32. The objectives of the study were to document developmental trends and evaluate social behavior in laboratory-reared M. nemestrina raised at the University of Washington Infant Primate Laboratory, and to identify husbandry factors that might affect early social development. Only infants who had not undergone invasive postnatal experimental manipulation and had no chronic illness or injuries were included in the study. Infants were separated from their mothers and housed singly, but had access to peers for 30 min a day, 5 days a week, in a large playroom. Play and social behaviors emerged early in development, increased during the developmental period studied and occupied a large portion of the infants' time budgets. Although disturbance behaviors occurred with some frequency and duration early in development, they occupied a very small portion of the infants' time budget at 8 months of age. Weaning from infant formula at 16-19 weeks retarded development of play behavior. Permanent removal of a cloth comforter (diaper) during weeks 20-24 had no long-term behavioral effects. It was concluded that at 8 months of age these infants showed relatively normal species-typical behavioral repertoires.

Animals↗