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Infants’ performance on sociomoral evaluation tasks predicts parent report of preschool social functioning

University of British Columbia

The present study examined developmental continuity in social functioning from infancy to preschool. Specifically, we examined the relationships between infants’ performance on sociomoral evaluation studies and parent report of their preschool social functioning. Infants’ performance, emotional stability (fuss-out rate), and average habituation rate in moral evaluation tasks were collected. Preschool social functioning was measured through parent-report online scales. The results showed 1) that better performance on infant moral evaluation studies was associated with lower rates of parent report of preschool attention problems, social responsiveness problems, and callousness-unemotional traits, as well as higher rates of parent report of adaptive social skills, 2) that fuss-out rate across infant moral evaluation studies was positively associated with parent report of preschool anxiety, depression, and withdrawal, 3) that the relationships between the performance on infant moral evaluation studies and parent-report preschool functioning were stronger for males than for females, and that 4) these relationships were domain-specific. Together these findings provide preliminary evidence for longitudinal continuity in social functioning from infancy to preschool.

Text

2015-08-05

Attribution-NonCommercial-NoDerivs 2.5 Canada

http://hdl.handle.net/2429/54293

Psychology

University of British Columbia

UBCV

http://creativecommons.org/licenses/by-nc-nd/2.5/ca/