Suchergebnisse

Blacks and Hispanics have a higher prevalence and incidence of cases of Acquired Immunodeficiency Syndrome (AIDS) associated with intravenous (IV) drug use than do whites. Further transmission of the AIDS virus to sexual partners of IV drug users increases the possibility of a secondary epidemic of AIDS, especially among non-white females. This report presents data on differences in IV drug cases of AIDS among white and non-white IV drug users in the United States, offers possible explanations for differences in transmission patterns, and suggests the implications of these differences for the prevention of further transmission of the AIDS virus among minority populations.

AbstractIn this longitudinal study, 52 typically developing preschoolers engaged in a hiding game with their mothers when children were 42‐, 54‐, and 66‐months old. Children's understanding of mind, positive affect, and engagement with the task were rated, and mothers' utterances were coded for role and content. Analyses confirmed that some facets of children's understanding of mind developed sequentially; specifically, they expressed an understanding of knowledge access before an understanding of deception and false beliefs, and expressed an understanding of deception before an understanding of false beliefs. Children's understanding of mind increased across visits and positively correlated with false belief task performance. Results suggest that mothers may tailor the content of their utterances to the child's growing expertise, but the role of mothers' utterances did not change. Observing preschoolers engaged in a playful hiding game revealed that children's understanding of mind not only increased with age but also developed sequentially.

AbstractForty‐two children participated in a longitudinal study that investigated the relationship between their joint engagement experience when toddlers and their development of theory of mind when preschoolers. Controlling for language comprehension at 30 months, higher preschool false belief scores were associated with more time in coordinated joint engagement earlier (18–21 mo, β=.34) and in symbol‐infused joint engagement later (27–30 mo, β=.35) in toddlerhood. Findings suggest that the early foundation of theory of mind development is laid as toddlers attend to both social‐emotional and symbolic aspects of shared events.

AbstractSocial cognition in infancy is evident in coordinated triadic engagements, that is, infants attending jointly with social partners and objects. Current evolutionary theories of primate social cognition tend to highlight species differences in cognition based on human‐unique cooperative motives. We consider a developmental model in which engagement experiences produce differential outcomes. We conducted a 10‐year‐long study in which two groups of laboratory‐raised chimpanzee infants were given quantifiably different engagement experiences. Joint attention, cooperativeness, affect, and different levels of cognition were measured in 5‐ to 12‐month‐old chimpanzees, and compared to outcomes derived from a normative human database. We found that joint attention skills significantly improved across development for all infants, but by 12 months, the humans significantly surpassed the chimpanzees. We found that cooperativeness was stable in the humans, but by 12 months, the chimpanzee group given enriched engagement experiences significantly surpassed the humans. Past engagement experiences and concurrent affect were significant unique predictors of both joint attention and cooperativeness in 5‐ to 12‐month‐old chimpanzees. When engagement experiences and concurrent affect were statistically controlled, joint attention and cooperation were not associated. We explain differential social cognition outcomes in terms of the significant influences of previous engagement experiences and affect, in addition to cognition. Our study highlights developmental processes that underpin the emergence of social cognition in support of evolutionary continuity.

AbstractThe cultural value ofrespeto(respect) is central to Latine parenting. Yet, how respeto manifests in the interactions of Latine parents and their young children remains unexamined. Low‐income Mexican immigrant Spanish‐speaking mothers and their 2.5‐year‐old toddlers (N = 128) were video‐recorded during play (Mage = 30.2 months,SD = 0.52), and two culturally informed items of respeto were coded: parent calm authority and child affiliative obedience. Respeto related to standard ratings of mother and child interactions (e.g., maternal sensitivity and child engagement) but also captured unique features of parent–child interactions. Respeto related to mothers' and toddlers' language production and discourse during the interaction, and explained unique variance in language variables above standard ratings of mother–child interaction. This is the first effort to document a culturally salient aspect of dyadic interaction in Mexican immigrant mothers and young children and to show that respeto relates to language use during mother–child interactions.