Early Social and Cognitive Precursors and Parental Support for Self-Regulation and Executive Function: Relations from Early Childhood into Adolescence

Self- and Social-Regulation: Exploring the Relations Between Social Interaction, Social Understanding, and the Development of Executive Functions

Volumn , Issue , 2010, Pages

  Landry, Susan H ^a   Smith, Karen E ^a  

^a UNIVERSITY OF TEXAS   (United States)

Author keywords

Adolescence; Developmental process; Early childhood; Executive functions; Parent responsiveness; Self regulation

Indexed keywords

EID: 84920613717     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1093/acprof:oso/9780195327694.003.0016     Document Type: Chapter

References (93)

1. Ainsworth, M., Blehar, M., Waters, E., & Wall, S. (1978). Patterns of attachment: A psychological study of the Strange Situation Hillsdale, NJ: Lawrence Erlbaum Associates.
2. Akhtar, N., Dunham, F., & Dunham, P. (1991). Directive interactions and early vocabulary development: The role of joint attentional focus. Journal of Child Language, 18, 41-49.
3. Allen, J., Hauser, S. T., Bell, K. L., & O'Connor, T. G. (1994). Longitudinal assessment of autonomy and relatedness in adolescent-family interactions as predictors of adolescent ego development and self-esteem. Child Development, 65, 179-194.
4. Astington, J. W. (2001). The future of theory-of-mind research: Understanding motivational states, the role of language, and real-world consequences. Child Development, 72(3), 685-687.
5. Astington, J. W., & Pelletier, J. (2005). Theory of mind, language, and learning in the early years: Developmental origins of school readiness. In B. D. Homer & C. Tamis-LeMonda (Eds.), The development of social cognition and communication (pp. 205-231). Hillsdale, NJ: Lawrence Erlbaum Associates.
6. Baldwin, D. A. (1994). Understanding the link between joint attention and language acquisition. In C. Moore & P. Dunham (Eds.), Joint attention: Its origins and role in development (pp. 131-158). Hillsdale, NJ: Lawrence Erlbaum Associates.
7. Bandura, A. (1986). Social foundations of thought and action Engelwood Cliffs, NJ:Prentice-Hall.
8. Barkley, R. A. (1996). Linkages between attention and executive functions. In G. R. Lyons & N. A. Krasnegor (Eds.), Attention, memory, and executive function (pp. 307-325). Baltimore, MD: Paul H. Brookes.
9. Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions:Constructing a unifying theory of ADHD. Psychological Bulletin, 121, 65-74.
10. Berk, L. E. (1986). Relationship of elementary school children's private speech to behavioral accompaniment to task, attention, and task performance. Developmental Psychology, 22, 671-680.
11. Block, J. H., & Block, J. (1980). The role of ego-control and ego-resiliency in the organization of behavior. In W. A. Collins (Ed.), Minnesota symposia on child psychology (pp. 39-101). Hillsdale, NJ: Lawrence Erlbaum Associates.
12. Bornstein, M., & Tamis-LeMonda, C. S. (1989). Maternal responsiveness and cognitive development in children. In M. H. Bornstein (Ed.), Maternal responsiveness:Characteristics and consequences (pp. 49-61). San Francisco, CA: Jossey-Bass.
13. Brown, A. L., & DeLoache, J. S. (1978). Skills, plans, and self-regulation. In R. S. Siegler (Ed.), Children's thinking: What develops (pp. 3-35). Hillsdale, NJ: Lawrence Erlbaum Associates.
14. Bruner, J. S. (1972). Nature and use of immaturity. American Psychologist, 27, 687-708.
15. Carlson, S. M., Mandell, D. J., & Williams, L. (2004). Executive function and theory of mind:Stability and Prediction form ages 2 to 3. Developmental Psychology, 40, 1105-1122.
16. Carlson, S. M., & Moses, L. J. (2001). Individual differences in inhibitory control and children's theory of mind. Child Development, 72, 1032-1053.
17. Connor-Smith, J. K., Compas, B. E., Wadsworth, M. E., Thomsen, A. H., & Saltzman, H. (2000). Response to stress in adolescence: Measurement of coping and involuntary stress response. Journal of Consulting and Clinical Psychology, 68, 976-992.
18. Cooke, R. W. I. (2004). Health, lifestyle, and quality of life for young adults born very preterm. Archives of Disease in Childhood, 89, 201-206.
19. Denckla, M. B. (1996). A theory and model of executive function: A neuropsychological perspective. In G. R. Lyon & N. A. Krasnegor (Eds.), Attention, memory, and executive function (pp. 263-277). Baltimore, MD: Paul H. Brookes.
20. Dennis, M., Barnes, M. A., Wilkinson, M., & Humphreys, R. P. (1998). How children with head injury represent real and deceptive emotion in short narratives. Brain and Language, 61, 450-483.
21. Villier de s, J. G., & de Villiers, P. A. (2003). Language for thought: Coming to understand false beliefs. In D. Gentner & S. Goldin-Meadow (Eds.), Language in mind: Advances in the study of language and cognition (pp. 332-384). Cambridge, MA: MIT Press.
22. Diamond, A. (1988). Differences between adult and infant cognition: Is the crucial variable presence or absence of language? In L. Weiskrantz (Ed.), Thought without language p. 337-370). New York: Oxford University Press.
23. Dieterich, S. E., Hebert, H., Landry, S. H., Swank, P. R., & Smith, K. E. (2004). Maternal and child characteristics that influence the growth of daily living skills from infancy to school age in preterm and term children. Early Education and Development, 15, 283-304.
24. Feldman, R., & Klein, P. S. (2003). Toddlers' self-regulated compliance to mothers, caregivers, and fathers: Implications for theories of socialization. Developmental Psychology, 39(4), 680-692.
25. Flavell, J. H. (1971). First discussant's comments. What is memory development the development of? Human Development, 14, 272-278.
26. Garfield, J., Peterson, C., & Perry, T. (2001). Social cognition, language acquisition and the theory of mind. Mind and Language, 16(9), 494-541.
27. Gottman, J., Gonso, J., & Rasmussen, B. (1975). Social interaction, social competence, and friendship in children. Child Development, 45, 709-718.
28. Grusec, J. E., & Goodnow, J. J. (1994). Impact of parental discipline methods on the child's internalization of values: A reconceptualization of current points of view. Developmental Psychology, 30, 1-19.
29. Harris, P. L., & Kavanaugh, R. D. (1993). Young children's understanding of pretense. Monographs of the Society for Research in Child Development, 58 (1, Serial No. 231), 1-231.
30. Hartig, M., & Kanfer, F. H. (1973). The role of verbal self-instructions in children's resistance to temptation. Journal of Personality and Social Psychology, 25, 259-267.
31. Herbert, H., Swank, P. R., Smith, K. E., & Landry, S. H. (2004). Maternal support for play and language across early development. Early Education and Development, 15, 93-113.
32. Hebert-Myers, H., Guttentag, C., Swank, P. R., Smith, K. E., & Landry, S. H. (2006). The importance of language, social, and behavioral skills across early and later childhood as predictors of social competence with peers. Applied Developmental Science, 10, 174-187.
33. Hughes, C. (1998). Finding your marbles: Does preschoolers' strategic behavior predict later understanding of mind? Developmental Psychology, 34, 1326-1339.
34. Huttonlocher, J., Haight, W., Bryk, A., Seltzer, M., & Lyons, T. (1991). Early vocabulary growth: Relation to language input and gender. Developmental Psychology, 27, 236-248.
35. Keller, M., Edelstein, W., Schmid, C., Fang, F., & Fang, G. (1998). Developmental Psychology, 34, 731-741.
36. Keenan, T. (2000). Mind, memory, and metacognition: The role of memory span in children's developing understanding of the mind. In J. W. Astington (Ed.), Minds in the making. Essays in honor of David R. Olson (pp. 233-249). Oxford, UK: Blackwell Publishing.
37. Klaczynski, P. A. (2001). Analytic and heuristic processing influences on adolescent reasoning and decision-making. Child Development, 72, 844-861.
38. Kochanska, G. (2002). Committed compliance, moral self, and internalization: A mediational model. Developmental Psychology. 38(3), 339-351.
39. Kochanska, G., & Murray, K. T. (2000). Mother-child mutually responsive orientation and conscience development: From toddler to early school age. Child Development, 71, 417-431.
40. Kohut, H. (1971). The analysis of the self New York: International Universities Press.
41. Kopp, C. B. (1982). Antecedents of self-regulation: A developmental perspective. Developmental Psychology, 18(2) 199-214.
42. Kuczynski, L., & Kochanska, G. (1995). Function and content of maternal demands:Developmental significance of early demands for competent action. Child Development, 66, 616-628.
43. Kuczynski, L., Kochanska, G., Radke-Yarrow, M., & Girnius-Brown, O. (1987). A developmental interpretation of young children's noncompliance. Developmental Psychology, 23, 799-806.
44. Landry, S. H. (1995). The development of joint attention in preterm infants. Effects of maternal attention-directing behaviors. In C. Moore & P. Dunham (Eds.), Joint attention:Origins and role in development (pp. 223-250). Hillsdale, NJ: Lawrence Erlbaum Associates.
45. Landry, S. H., Leslie, N., Fletcher, J. M., & Francis, D. J. (1985). Effects of intraventricular hemorrhage on visual attention in very premature infants. Infant Behavior and Development, 8, 309-322.
46. Landry, S. H., Miller-Loncar, C. L., Smith, K. E., & Swank, P. R. (2002). The role of parenting in children's development of executive processes. Developmental Neuropsychology, 21(1), 15-41.
47. Landry, S. H., Robinson, S. S., Copeland, D., & Garner, P. W. (1993). Goal-directed behavior and perception of self-competence in children with Spina Bifida. Journal of Pediatric Psychology, 18, 389-396.
48. Landry, S. H., Smith, K. E., Miller-Loncar, C. L., & Swank, P. R. (1997): Predicting cognitive-linguistic and social growth curves from early maternal behaviors in children at varying degrees of biologic risk. Developmental Psychology, 33(6), 1-14.
49. Landry, S. H., Smith, K. E., Miller-Loncar, C. L., & Swank, P. R. (1998): The relation of change in maternal interactive styles with infants' developing social competence across the first three years of life. Child Development, 69(1), 105-123.
50. Landry, S. H., Smith, K. E, & Swank, P. R. (2006). Responsive parenting: Establishing early foundations for social, communication, and independent problem solving. Developmental Psychology, 42(4), 627-642.
51. Landry, S.H., Smith, K.E., & Swank, P.R. (2009). New directions in evaluating social problem solving in childhood: Early precursors and links to adolescent social competence. New Directions for Child and Adolescent Development, 123, 51-68.
52. Landry, S. H., Smith, K. E., Swank, P. R., Assel, M. A., & Vellet, S. (2001). Does early responsive parenting have a special importance for children's development or is consistency across early childhood necessary? Developmental Psychology, 37(3), 387-403.
53. Landry, S. H., Smith, K. E., Swank, P. R., & Miller-Loncar, C. L. (2000). Early maternal and child influences on children's later independent cognitive and social functioning. Child Development, 71, 358-375.
54. Leslie, A. M., & Polizzi, P. (1998). Inhibitory processing in the false belief task: Two conjectures. Developmental Science, 1, 247-253.
55. Levin, H. S., Culhane, K. A., Hartmann, J., Evankovich, K., Mattson, A. J., Harward, H., et al. (1991). Developmental changes in performance on tests of purported frontal lobe functioning. Developmental Neuropsychology, 7, 377-395.
56. Lezak, M. D. (1982). The problem of assessing executive functions. International Journal of Psychology, 17, 281-297.
57. Londerville, S., & Main, M. (1981). Security of attachment, compliance, and maternal training methods in the second year of life. Developmental Psychology, 17, 289-299.
58. Luria, A. R. (1973). The working brain. New York: Basic Books.
59. McCune-Nicolich, L. (1981). Toward symbolic functioning: Structure of early pretend games and potential parallels with language. Child Development, 52(3), 785-797.
60. Meins, E., Fernyhough, C., Wainwright, R., Clark-Carter, D., Gupta, M. D., Fradley, E., et al. (2003). Pathways to understanding mind: Construct validity and predictive validity of maternal mind-mindedness. Child Development, 74(4), 1194-1211.
61. Mischel, H. N., & Mischel, W. (1983). The development of children's knowledge of selfcontrol strategies. Child Development, 54, 603-619.
62. Mischel, W., & Patterson, C. J. (1979). Effective plans for self-control in children. In W. A. Collins (Ed.), Minnesota symposia on child psychology (Vol 11, pp. 199-230). Hillsdale, NJ:Lawrence Erlbaum Associates.
63. Newcomb, A. F., Brady, J. E., & Hartup, W. W. (1979). Friendship and incentive condition as determinants of children's task-oriented social behavior. Child Development, 50, 878-881.
64. NICHD Early Childcare Research Network. (2005). Predicting individual differences in attention, memory, and planning in first graders from experiences at home, child care, and school. Developmental Psychology, 41, 99-114.
65. Parpal, M., & Maccoby, E. E. (1985). Maternal responsiveness and subsequent child compliance. Child Development, 56, 1326-1334.
66. Perlmutter, M., Behrend, S. D., Kuo, F., & Muller, A. (1989). Social influences on children's problem solving. Developmental Psychology, 25, 744-754.
67. Peterson, C., & Slaughter, V. (2003). Opening windows into the mind: Mothers' preferences for mental state explanations and children's theory of mind. Cognitive Development, 18, 399-429.
68. Posner, M. I. (1978). Chronometric explorations of mind. Hillsdale, NJ: Lawrence Erlbaum Associates.
69. Rueter, M. A., & Conger, R. D. (1998). Reciprocal influences between parenting and adolescent problem-solving behavior. Developmental Psychology, 34, 1470-1482.
70. Rourke, B. P., & Fuerst, D. R. (1991). Learning disabilities and psychosocial functioning:A neuropsychological perspective. New York: The Guilford Press.
71. Ruffman, T., Slade, L., & Crowe, E. (2002). The relation between children's and mothers' mental state language and theory-of-mind understanding. Child Development, 73(3), 734-751.
72. Senn, T. E., Espy, K. A., & Kaufman, P. M. (2004). Using path analysis to understand executive function organization in preschool children. Developmental Neuropsychology, 26, 445-464.
73. Smith, K. E., Landry, S. H., & Swank, P. R., (2000). Does the content of mothers' verbal stimulation explain differences in children's development of verbal and nonverbal cognitive skills? Journal of School Psychology, 38(1), 27-49.
74. Steelman, L. M., Assel, M. A., Swank, P. R., Smith, K. E., Landry, S. H. (2002). Early maternal warm responsiveness as a predictor of child social skills: Direct and indirect paths of influence over time. Journal of Applied Developmental Psychology, 23, 135-156.
75. Steinberg, L. (2001). We know some things: Parent-adolescent relations in retrospect and prospect. Journal of Research on Adolescence, 11, 1-20.
76. Steinberg, L. (2005). Adolescence. (7th ed.) New York: McGraw-Hill.
77. Steinberg, L., Dahl, R., Keating, D., Kupfer, D. J., Masten, A. S., & Pine, D. (2006). The study of developmental psychopathology in adolescence: Integrating affective neuroscience with the study of context. In D. Cicchetti & D. Cohen (Eds.), Developmental psychopathology (2nd ed., pp. 710-741). Hoboken, NJ: Worldcat.
78. Taylor, H. G., Klein, N., Minich, N., & Hack, M. (2000). Middle-school-age outcomes in children with very low birthweight. Child Development, 71, 1495-1511.
79. Taylor, H. G., Minich, N., Bangert, B., Filipek, P. A., & Hack, M. (2004). Long-term neuropsychological outcomes of very low birth weight: Associations with early risks for periventricular brain insults. Journal of International Neuropsychological Society, 10, 987-1004.
80. Thelan, E., & Smith, L. B. (1995). A dynamic systems approach to the development of cognition and action. Cambridge, MA: MIT Press.
81. Tomasello, M., & Farrar, J. (1986). Joint attention and early language. Child Development, 57, 1454-1463.
82. Vaughn, B. E., Kopp, C. B., & Krakow, J. B. (1984). The emergence and consolidation of self-control from eighteen to thirty months of age: Normative trends and individual differences. Child Development, 55, 990-1004.
83. Vygotsky, L. S. (1978). Mind and society Cambridge, MA: Harvard University Press.
84. Weizman, Z. O., & Snow, C. E. (2001). Lexical input as related to children's vocabulary acquisition: Effects of sophisticated exposure and support for meaning. Developmental Psychology, 37, 265-279.
85. Welsh, M. C., & Pennington, B. F. (1988). Assessing frontal lobe functioning in children:Views from developmental psychology. Developmental Neuropsychology, 4, 199-230.
86. Welsh, M. C., Pennington, B. F., & Grosier, D. B. (1991). A normative developmental study of executive function: A window on the prefrontal function in children. Developmental Neuropsychology, 7, 131-149.
87. Wertsch, J. V. (1979). From social interaction to higher psychological processes. Human Development, 22, 1-22.
88. Weyandt, L. L., & Willis, W. G. (1994). Executive functions in school-aged children:Potential efficacy of tasks in discriminating clinical groups. Developmental Neuropsychology, 10, 27-38.
89. White, S. H. (1970). Some general outlines of the matrix of developmental changes between five and seven. Bulletin of the Orton Society, 20, 41-57.
90. Winnicott, D. W. (1971). Playing and reality New York: Basic Books.
91. Wolf, D. P., Rygh, J., & Altshuler, J. (1984). Agency and experience: Actions and states in play narratives. In I. Bretherton (Ed.), Symbolic play: The development of social understanding (pp. 195-217). New York: Academic Press.
92. Zelazo, P. D. (1999). Language, levels of consciousness, and the development of intentional action. In P. D. Zelazo, J. W. Astington, & D. R. Olson (Eds.), Developing theories of intention: Social understanding and self-control (pp. 95-117). Mahwah, NJ:Lawrence Erlbaum Associates.
93. Zelazo, P. D., Carter, A., Reznick, J. S., & Frye, D. (1997). Early development of executive function: A problem-solving framework. Review of General Psychology, 1, 198-226.