The specificity principle in acculturation science asserts that specific setting conditions of specific people at specific times moderate specific domains in acculturation by specific processes. Our ...understanding of acculturation depends critically on what is studied where, in whom, how, and when. This article defines, explains, and illustrates the specificity principle in acculturation science. Research hypotheses about acculturation can be more adequately tested, inconsistencies and discrepancies in the acculturation literature can be satisfactorily resolved, acculturation interventions can be tailored to be more successful, and acculturation policies can be brought to new levels of effectiveness if the specificity principle that governs acculturation science is more widely recognized.
•Measurement invariance assesses the psychometric equivalence of a construct across groups.•Comparison between groups depends first on testing measurement invariance of a construct across those ...groups.•Current practices for testing and reporting measurement invariance are reviewed in 126 articles with 269 tests of invariance.•Implications for the practice of measurement invariance and areas of research need are discussed.
Measurement invariance assesses the psychometric equivalence of a construct across groups or across time. Measurement noninvariance suggests that a construct has a different structure or meaning to different groups or on different measurement occasions in the same group, and so the construct cannot be meaningfully tested or construed across groups or across time. Hence, prior to testing mean differences across groups or measurement occasions (e.g., boys and girls, pretest and posttest), or differential relations of the construct across groups, it is essential to assess the invariance of the construct. Conventions and reporting on measurement invariance are still in flux, and researchers are often left with limited understanding and inconsistent advice. Measurement invariance is tested and established in different steps. This report surveys the state of measurement invariance testing and reporting, and details the results of a literature review of studies that tested invariance. Most tests of measurement invariance include configural, metric, and scalar steps; a residual invariance step is reported for fewer tests. Alternative fit indices (AFIs) are reported as model fit criteria for the vast majority of tests; χ2 is reported as the single index in a minority of invariance tests. Reporting AFIs is associated with higher levels of achieved invariance. Partial invariance is reported for about one-third of tests. In general, sample size, number of groups compared, and model size are unrelated to the level of invariance achieved. Implications for the future of measurement invariance testing, reporting, and best practices are discussed.
Despite their disadvantaged generalizability relative to probability samples, nonprobability convenience samples are the standard within developmental science, and likely will remain so because ...probability samples are cost‐prohibitive and most available probability samples are ill‐suited to examine developmental questions. In lieu of focusing on how to eliminate or sharply reduce reliance on convenience samples within developmental science, here we propose how to augment their advantages when it comes to understanding population effects as well as subpopulation differences. Although all convenience samples have less clear generalizability than probability samples, we argue that homogeneous convenience samples have clearer generalizability relative to conventional convenience samples. Therefore, when researchers are limited to convenience samples, they should consider homogeneous convenience samples as a positive alternative to conventional (or heterogeneous) convenience samples. We discuss future directions as well as potential obstacles to expanding the use of homogeneous convenience samples in developmental science.
Cultural Approaches to Parenting Bornstein, Marc H.
Parenting, science and practice,
04/2012, Letnik:
12, Številka:
2-3
Journal Article
Recenzirano
Odprti dostop
This article first introduces some main ideas behind culture and parenting and next addresses philosophical rationales and methodological considerations central to cultural approaches to parenting, ...including a brief account of a cross-cultural study of parenting. It then focuses on universals, specifics, and distinctions between form (behavior) and function (meaning) in parenting as embedded in culture. The article concludes by pointing to social policy implications as well as future directions prompted by a cultural approach to parenting.
This article not subject to US copyright law.
Bowlby and Ainsworth hypothesized that maternal responsiveness is displayed in the context of infant distress. Depressed mothers are less responsive to infant distress vocalizations (cry) than ...non-depressed mothers. The present study focuses on acoustical components of infant cry that give rise to responsive caregiving in clinically depressed (n = 30) compared with non-depressed mothers (n = 30) in the natural setting of the home.
Analyses of infant and mother behaviors followed three paths: (1) tests of group differences in acoustic characteristics of infant cry, (2) tests of group differences of mothers' behaviors during their infant's crying, and (3) tree-based modeling to ascertain which variable(s) best predict maternal behaviors during infant cry.
(1) Infants of depressed mothers cried as frequently and for equal durations as infants of non-depressed mothers; however, infants of depressed mothers cried with a higher fundamental frequency (f0) and in a more restricted range of f0. (2) Depressed mothers fed, rocked, and touched their crying infants less than non-depressed mothers, and depressed mothers were less responsive to their infants overall. (3) Novel tree-based analyses confirmed that depressed mothers engaged in less caregiving during their infants' cry and indicated that depressed mothers responded only to cries at higher f0s and shorter durations. Older non-depressed mothers were the most interactive with infants.
Clinical depression affects maternal responsiveness during infant cry, leading to patterns of action that appear poorly attuned to infant needs.
Human infancy has been studied as a platform for hypothesis and theory testing, as a major physiological and psychological adjustment, as an object of adults' effects as well as a source of effects ...on adults, for its comparative value, as a stage of life, and as a setting point for the life course. Following an orientation to infancy studies, including previous reviews and a discussion of the special challenges infants pose to research, this article focuses on infancy as a foundation and catalyst of human development in the balance of the life course. Studies of stability and prediction from infancy illustrate the depth and complexity of modern research on infants and provide a long-awaited reply to key philosophical and practical questions about the meaningfulness and significance of infancy.
In its most general instrumental sense, parenting consists of care of the young in preparing them to manage the tasks of life. Parents provide childhood experiences and populate the environments that ...guide children's development and so contribute to child mental health. Parenting is expressed in cognitions and practices. However, parents do not parent, and children do not grow up, in isolation, but in multiple contexts, and one notable context of parenting and child mental health is culture. Every culture is characterized, and distinguished from other cultures, by deep‐rooted and widely acknowledged ideas about how one needs to feel, think, and act as an adequately functioning member of the culture. Insofar as parents subscribe to particular conventions of a culture, they likely follow prevailing “cultural scripts” in childrearing. Broadening our definition, it is therefore the continuing task of parents also to enculturate children by preparing them for the physical, psychosocial, and educational situations that are characteristic of their specific culture. Cross‐cultural comparisons show that virtually all aspects of parenting children are informed by culture: culture influences when and how parents care for children, what parents expect of children, and which behaviors parents appreciate, emphasize and reward or discourage and punish. Thus, cultural norms become manifest in the mental health of children through parenting. Furthermore, variations in what is normative in different cultures challenge our assumptions about what is universal and inform our understanding of how parent‐child relationships unfold in ways both culturally universal and specific. This essay concerns the contributions of culture to parenting and child mental health. No study of a single society can address this broad issue. It is possible, however, to learn lessons about parenting and child mental health from the study of different societies.
Cuteness in offspring is a potent protective mechanism that ensures survival for otherwise completely dependent infants. Previous research has linked cuteness to early ethological ideas of a ...‘Kindchenschema’ (infant schema) where infant facial features serve as ‘innate releasing mechanisms’ for instinctual caregiving behaviours. We propose extending the concept of cuteness beyond visual features to include positive infant sounds and smells. Evidence from behavioural and neuroimaging studies links this extended concept of cuteness to simple ‘instinctual’ behaviours and to caregiving, protection, and complex emotions. We review how cuteness supports key parental capacities by igniting fast privileged neural activity followed by slower processing in large brain networks also involved in play, empathy, and perhaps even higher-order moral emotions.
Objective To investigate whether children born very preterm, moderate-late preterm, and term differ in their average level and individual-difference stability in language performance over time. Study ...design Language was assessed at 5 and 20 months and 4, 6, and 8 years of age in 204 very preterm (<32 weeks' gestation), 276 moderate-late preterm (32-36 weeks' gestation), and 268 term (37-41 weeks' gestation) children from the Bavarian Longitudinal Study. Results Very preterm children consistently performed worse than term-born children, and moderate-late preterm children scored in between. Language performance was stable from 5 months through 8 years in all gestation groups combined, and stability increased between each succeeding wave. Stability was stronger between 5 months and 4 years in very preterm than moderate-late preterm and term groups, but this differential stability attenuated when covariates (child nonverbal intelligence and family socioeconomic status) were controlled. Conclusions Preterm children, even moderate-late preterm, are at risk for poorer language performance than term-born children. Because individual differences in language performance are increasingly stable from 20 months to 8 years in all gestation groups, pediatricians who attend to preterm children and observe language delays should refer them to language intervention at the earliest age seen.
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