Dataset Information

Three-year-olds' Perspective-taking in Social Interactions: Relations with Socio-cognitive Skills.

ABSTRACT: Understanding others' perspectives and integrating this knowledge in social interactions is challenging for young children; even adults struggle with this skill. While young children show the capacity to understand what others can and cannot see under supportive laboratory conditions, more research is necessary to understand how children implement their perspective-taking (PT) skill during interactions and which socio-cognitive skills support their ability to do so. This preregistered study examined children's Level 1 visual PT in a real-time social interaction and tested whether social-cognitive skills (focusing on inhibition of imitation) predicted PT. Thirty-six 3-year-old children (mean age: 37.3 months) participated in a PT task and responded implicitly (via eye gaze) and explicitly (via toy choice) to situations where their communicative partner could see some objects but not others. Three-year-olds demonstrated sensitivity to another's perspective via implicit responses, but did not consistently take their partner's perspective into account in their actions when considering objects their partner could not see. Contrary to adult findings, children who struggled to inhibit imitating (those more affected by another's actions) demonstrated better PT, again when considering objects outside their partner's sight. Thus, 3-year-olds' sensitivity to others' perspectives was robust, while acting on PT knowledge may still be developing; further, children more affected by another's actions demonstrated improved PT skills.

SUBMITTER: Brezack N

PROVIDER: S-EPMC8378667 | biostudies-literature |

REPOSITORIES: biostudies-literature

ACCESS DATA

Similar Datasets

Project description:BACKGROUND:Sleep problems have been shown to have a negative impact on language development and behavior for both typically developing children and children with a range of neurodevelopmental disorders. The relation of sleep characteristics and problems to language and behavior for children with Williams syndrome (WS) is unclear. The goal of this study was to address these relations for 2-year-olds with WS. Associations of nonverbal reasoning ability, nighttime sleep duration, and excessive daytime sleepiness with language ability and behavior problems were considered. METHOD:Ninety-six 2-year-olds with genetically confirmed classic-length WS deletions participated. Parents completed the Pediatric Sleep Questionnaire, which includes a Sleep-Related Breathing Disorder (SRBD) scale with a subscale measuring excessive daytime sleepiness, to assess sleep characteristics and problems. Parents also completed the Child Behavior Checklist (CBCL) and the MacArthur-Bates Communicative Development Inventory: Words and Sentences to assess behavior problems and expressive vocabulary, respectively. Children completed the Mullen Scales of Early Learning to measure nonverbal reasoning and language abilities. RESULTS:Parents indicated that children slept an average of 10.36?h per night (SD = 1.09, range 7.3-13.3), not differing significantly from the mean reported by Bell and Zimmerman (2010) for typically developing toddlers (p = .787). Sixteen percent of participants screened positive for SRBD and 30% for excessive daytime sleepiness. Children who screened positive for SRBD had significantly more behavior problems on all CBCL scales than children who screened negative. Children with excessive daytime sleepiness had significantly more attention/hyperactivity, stress, and externalizing problems than those who did not have daytime sleepiness. Individual differences in parent-reported nighttime sleep duration and directly measured nonverbal reasoning abilities accounted for unique variance in expressive language, receptive language, and internalizing problems. Individual differences in parent-reported daytime sleepiness accounted for unique variance in externalizing problems. CONCLUSIONS:The relations of nighttime sleep duration, positive screens for SRBD, and excessive daytime sleepiness to language and behavior in toddlers with WS parallel prior findings for typically developing toddlers. These results highlight the importance of screening young children with WS for sleep problems. Studies investigating the efficacy of behavioral strategies for improving sleep in children with WS are warranted.

Dataset Information

Three-year-olds' Perspective-taking in Social Interactions: Relations with Socio-cognitive Skills.

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure