A Prospective Evaluation of Infant Cerebellar-Cerebral Functional Connectivity in Relation to Behavioral Development in Autism Spectrum Disorder.

Background: Autism spectrum disorder (ASD) is a neurodevelopmental disorder diagnosed based on social impairment, restricted interests, and repetitive behaviors. Contemporary theories posit that cerebellar pathology contributes causally to ASD by disrupting error-based learning (EBL) during infancy. The present study represents the first test of this theory in a prospective infant sample, with potential implications for ASD detection. Methods: Data from the Infant Brain Imaging Study (n = 94, 68 male) were used to examine 6-month cerebellar functional connectivity magnetic resonance imaging in relation to later (12/24-month) ASD-associated behaviors and outcomes. Hypothesis-driven univariate analyses and machine learning-based predictive tests examined cerebellar-frontoparietal network (FPN; subserves error signaling in support of EBL) and cerebellar-default mode network (DMN; broadly implicated in ASD) connections. Cerebellar-FPN functional connectivity was used as a proxy for EBL, and cerebellar-DMN functional connectivity provided a comparative foil. Data-driven functional connectivity magnetic resonance imaging enrichment examined brain-wide behavioral associations, with post hoc tests of cerebellar connections. Results: Cerebellar-FPN and cerebellar-DMN connections did not demonstrate associations with ASD. Functional connectivity magnetic resonance imaging enrichment identified 6-month correlates of later ASD-associated behaviors in networks of a priori interest (FPN, DMN), as well as in cingulo-opercular (also implicated in error signaling) and medial visual networks. Post hoc tests did not suggest a role for cerebellar connections. Conclusions: We failed to identify cerebellar functional connectivity-based contributions to ASD. However, we observed prospective correlates of ASD-associated behaviors in networks that support EBL. Future studies may replicate and extend network-level positive results, and tests of the cerebellum may investigate brain-behavior associations at different developmental stages and/or using different neuroimaging modalities.

Black and White children's race-based information endorsement and teacher preference: Effects of school and neighborhood racial demographics.

The current study examined whether racially minoritized children and racial majority children demonstrate different race-based learning preferences and whether the racial demographics of their schools and neighborhoods predict these preferences. Race-based information endorsement and teacher preferences of Black and White 3- to 7-year-old children (n = 238) recruited from a metropolitan area in the midwestern United States were examined. Across racially homogeneous and diverse schools, both Black and White children showed a White preference in information endorsement and teacher preference. Black and White children did not differ in their information endorsement, but they did differ in their teacher preferences: Black children chose Black teachers more than White children. Further, children overall chose the accurate adult as their teacher regardless of the adult's race, but the racial demographics of children's schools and neighborhoods related to these responses: Three-year-old children were more likely to select the accurate Black adult over the inaccurate White adult if there were more Black teachers in their schools and larger Black populations in their neighborhoods. Exploratory analyses indicated that 5- to 7-year-old White children who had non-White classroom teachers chose Black adults more than those who had White classroom teachers, but classroom teacher's race did not relate to Black children's teacher preference. The findings suggest that both microlevel factors (e.g., children's classroom teachers) and macrolevel factors (e.g., proportion of Black teachers in children's schools and Black population in their neighborhoods) could influence who children choose to learn from and prefer as teachers. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Social motivation in infancy is associated with familial recurrence of ASD.

Pre-diagnostic deficits in social motivation are hypothesized to contribute to autism spectrum disorder (ASD), a heritable neurodevelopmental condition. We evaluated psychometric properties of a social motivation index (SMI) using parent-report item-level data from 597 participants in a prospective cohort of infant siblings at high and low familial risk for ASD. We tested whether lower SMI scores at 6, 12, and 24 months were associated with a 24-month ASD diagnosis and whether social motivation's course differed relative to familial ASD liability. The SMI displayed good internal consistency and temporal stability. Children diagnosed with ASD displayed lower mean SMI T-scores at all ages and a decrease in mean T-scores across age. Lower group-level 6-month scores corresponded with higher familial ASD liability. Among high-risk infants, strong decline in SMI T-scores was associated with 10-fold odds of diagnosis. Infant social motivation is quantifiable by parental report, differentiates children with versus without later ASD by age 6 months, and tracks with familial ASD liability, consistent with a diagnostic and susceptibility marker of ASD. Early decrements and decline in social motivation indicate increased likelihood of ASD, highlighting social motivation's importance to risk assessment and clarification of the ontogeny of ASD.

Infants' selective imitation of a transitive agent and an intransitive agent.

This study examined how the reliability (i.e., transitivity) of an agent's object choices affects 16-month-old infants' (N = 48) imitation of her unconventional way of turning on a touch light box with her head when her hands were available. When the agent made transitive choices (i.e., she chose Object A over Object B, Object B over Object C, and then A over C), infants imitated her head touch actions. When the agent made intransitive choices (i.e., after choosing A over B and B over C, she chose C over A), infants were more likely to use only their hands to touch the light box. In addition, when it was presumably difficult for infants to judge the transitivity of the agent's choices (i.e., she chose B over C, A over B, and then A over C), they used their hands more. These results demonstrate that infants' understanding informs their decisions to selectively imitate others' specific ways to act on novel artifacts, consistent with young children's selective trust in information provided by other people based on their epistemic reliability.

Parent-Child influences on child eating self-regulation and weight in early childhood: A systematic review.

Individual differences in child eating self-regulation are associated with excess weight gain and may be explained, in part, by the family feeding environment and a child's general propensity to self-regulate outside of the context of eating (i.e., general self-regulation). Several studies have examined the associations between food parenting behaviors, child eating and general self-regulation, and child weight separately. However, there are a paucity of data on whether and how these factors interact to confer risk for weight gain in early childhood. The current systematic review identified 32 longitudinal studies that examined unidirectional or bidirectional associations among one or more of the following paths: food parenting behaviors and child eating self-regulation (path 1); child eating self-regulation and child weight (path 2); child eating self-regulation and child general self-regulation (path 3); food parenting behaviors and child general self-regulation (path 4); and child general self-regulation and child weight (path 5). Results indicated relationships of food parenting behaviors to child eating self-regulation, child weight to child eating self-regulation, and child general self-regulation to child weight. However, there were scant longitudinal data that examined paths 3 and 4. Further research on the developmental correlates of child eating self-regulation is needed to identify parent and child targets for early childhood obesity prevention.

When positive outcomes and reality collide: Children prefer optimists as social partners.

Optimists, by definition, make inaccurate (overly positive) predictions regarding future event outcomes. Adults favor optimists as social partners. If children also prefer optimists, that preference could indicate early social benefits of being optimistic and might also shape how and what children learn regarding the likelihood of future outcomes. The present study thus sought to determine how children integrate the conflicting dimensions of optimism and accuracy in their social (friendship) preferences. Across two experiments (N = 133) 3- to 6-year-old children chose optimists over realists as social partners even if they were able to correctly identify the realist as being the most accurate of the two. However, when children made mistakes in identification, those mistakes primarily took the form of identifying the optimist as most accurate. These findings suggest that young children weigh optimism more heavily than accuracy in their affiliative relationships. Misidentifying the optimist as accurate also supports the notion that children have a bias to expect others to provide positive information. Further, a social preference for optimists might impact children's abilities to learn the true likelihood of event outcomes, as affiliating with optimists may result in setting oneself up to receive more positive (mis)information in the future. Such a preference suggests a mechanism by which optimism is perpetuated and points to potential social benefits that derive from being optimistic.

Trust in early childhood.

Children need to build trust in their primary caregivers or significant others, as well as people who are unrelated to them, including those who belong to different social groups. The present chapter focuses on children's trust in unfamiliar individuals. How do they determine who to trust? Does putting trust in another person operate differently depending on the specific issue at hand? To address these questions, we differentiate between two forms of trust: children's trust in others' epistemic states to learn from others (epistemic trust) and trusting others for social support and reassurance (social trust), for example, when to expect that interaction partners will be truthful and keep promises. We first review the literature on epistemic trust to show that young children seem to value others' accuracy and competence when learning from them, even when these individuals are from different linguistic or racial groups than their own. We then present findings on social trust suggesting that young children trust those who are well-meaning and who keep their promises. Finally, we raise the question of whether there are environmental influences on the interaction of both epistemic and social trust with intergroup factors such as race, and we propose that research with infants will be useful to better illuminate the developmental roots of human trust.

The Development of Social Exclusion Detection in Early Childhood: Awareness of Social Exclusion Does Not Always Align with Social Preferences.

Starting in the preschool years, children show socially exclusive behaviors, such as intentionally leaving out another child from a ball game. Prior research investigating social exclusion understanding in preschoolers primarily used interview methods and it is clear that the verbal and cognitive skills necessary to identify and reason about social exclusion become more sophisticated with age. Yet it is unknown how children's ability to identify social exclusion relates to their own behavior, such as their social preference for socially inclusive or exclusive individuals. Further, whether such social preferences remain stable or change across development is an open question. Thus, the current study investigated whether the ability to identify social exclusion develops in tandem with social preference behavior by assessing 3- to 6-year-old children's (N = 256) identification of social exclusion and preferences between socially exclusive and inclusive agents. Five- to six-year-old children correctly identified social exclusion and preferred inclusive agents over exclusive agents across two experiments. Three- to four-year-old children could correctly identify social exclusion, but did not show evidence of a preference for inclusive agents over exclusive agents. Children were also able to detect implicit, nonverbalized social exclusion equally well as explicit, verbalized social exclusion across development. These findings suggest that young children's social preferences are not wholly dictated by their ability to identify socially exclusive agents. This divergent pattern of social preference from identification has implications for interpreting social preference behavior in young children.

Locals don't have accents: children weigh phonological proficiency over syntactic or semantic proficiency when categorizing individuals.

Children categorize native-accented speakers as local and non-native-accented speakers as foreign, suggesting they use accent (i.e., phonological proficiency) to determine social group membership. However, it is unclear if accent is the strongest - and only - group marker children use to determine social group membership, or whether other aspects of language, such as syntax and semantics, are also important markers. To test this, five- to eight-year-old monolingual English-speaking children were asked to judge whether individuals who varied in phonological, syntactic, and semantic proficiency were local or foreign. Children were also asked which individual they wanted as a friend. Children prioritized phonological proficiency over syntactic and semantic proficiency to determine social group membership. However, with age, children begin to shift toward prioritizing syntactic and semantic proficiency over phonological proficiency in their friendship decisions, suggesting that the capacity to integrate different aspects of a speaker's linguistic proficiency changes with development.

Infants' Understanding of Preferences When Agents Make Inconsistent Choices.

This study showed that 8.5-month-old infants seemed to consider the consistency of an agent's choices in attributing preferences to her. When the agent consistently chose one object over another, three or four times consecutively, infants acted as if they had interpreted her actions as evidence for her preference. In contrast, when the agent inconsistently chose between the two objects, at the ratio of 1:3, infants did not seem to interpret her actions as suggesting her preference. Converging evidence was obtained from infants' responses across a looking-time task and an action task. The results are discussed in terms of how infants might use frequencies of agents' actions directed toward different objects to understand agents' preferences.

Young Children's Knowledge of the Symbolic Nature of Writing.

Two experiments with one hundred and fourteen 3- to 5-year-old children examined whether children understand that a printed word represents a specific spoken word and that it differs in this way from a drawing. When an experimenter read a word to children and then a puppet used a different but related label for it, such as "dog" for the word , children often stated the puppet's label was incorrect. In an analogous task with drawings, children were more likely to state that the puppet was correct in using an alternative label. The results suggest that even young children who cannot yet read have some understanding that a written word stands for a specific linguistic unit in a way that a drawing does not.

If you don't want it, neither do I: Social influences on children's choices.

To what extent does knowing what others like influence children's valuation of objects? The current study examined the effect of having observed another person's choices on children's decisions about objects. Specifically, we asked whether children consider what the other person does not choose. In the first of three conditions, 4-year-olds watched as an experimenter looked inside two boxes and then selected the box containing the object she liked best. Children were then asked to choose between the remaining box (that the experimenter did not take) and a neutral box (that replaced the chosen box). Children tended to select the neutral box, suggesting that they had devalued the box the experimenter did not choose. However, in the second condition, when the experimenter chose a box without first looking inside--and thus was ignorant of the contents--children chose randomly. The third condition revealed that children continued to select the neutral box even when the experimenter who made the initial choice was not present. This indicates that children's valuation of the rejected option changed rather than their choices being solely influenced by the social dynamics of the situation (e.g., reluctance to choose the box with the option the experimenter knowingly rejected while in the presence of that experimenter). Taken together, these findings suggest that by 4 years of age, children's own choices--and values--are influenced by observing others' informed choices, including what they do not choose. The findings provide new insight into the potential role of social influence in children's developing preferences.

The child as econometrician: a rational model of preference understanding in children.

Recent work has shown that young children can learn about preferences by observing the choices and emotional reactions of other people, but there is no unified account of how this learning occurs. We show that a rational model, built on ideas from economics and computer science, explains the behavior of children in several experiments, and offers new predictions as well. First, we demonstrate that when children use statistical information to learn about preferences, their inferences match the predictions of a simple econometric model. Next, we show that this same model can explain children's ability to learn that other people have preferences similar to or different from their own and use that knowledge to reason about the desirability of hidden objects. Finally, we use the model to explain a developmental shift in preference understanding.

Orienting to third-party conversations.

Children as young as two years of age are able to learn novel object labels through overhearing, even when distracted by an attractive toy (Akhtar, 2005). The present studies varied the information provided about novel objects and examined which elements (i.e. novel versus neutral information and labels versus facts) toddlers chose to monitor, and what type of information they were more likely to learn. In Study 1, participants learned only the novel label and the novel fact containing a novel label. In Study 2, only girls learned the novel label. Neither girls nor boys learned the novel fact. In both studies, analyses of children's gaze patterns suggest that children who learned the new information strategically oriented to the third-party conversation.

Children's sensitivity to the conventionality of sources.

Four studies examined preschoolers' sensitivity to agents' knowledge of conventional forms. Three- to 4-year-olds heard a speaker apply either conventional or wrong labels to familiar objects (Studies 1 and 2, N = 57) or peculiar but correct labels (Study 3, N = 19). When then asked by the speaker for the referent of a novel label, children exposed to an accurate labeler were more likely to choose an unfamiliar object than children exposed to an inaccurate labeler. Study 4 (N = 36) replicated these findings using object functions instead of labels. Children hold an assumption of conventionality with regard to both object labels and functions, but they are selective in their application of this assumption toward agents who are knowledgeable of conventions in these domains.

Children reason about shared preferences.

Two-year-old children's reasoning about the relation between their own and others' preferences was investigated across two studies. In Experiment 1, children first observed 2 actors display their individual preferences for various toys. Children were then asked to make inferences about new, visually inaccessible toys and books that were described as being the favorite of each actor, unfamiliar to each actor, or disliked by each actor. Children tended to select the favorite toys and books from the actor who shared their own preference but chose randomly when the new items were unfamiliar to or disliked by the two actors. Experiment 2 extended these findings, showing that children do not generalize a shared preference across unrelated categories of items. Taken together, the results suggest that young children readily recognize when another person holds a preference similar to their own and use that knowledge appropriately to achieve desired outcomes.

Similarity predicts liking in 3-year-old children.

Two studies examined the influence of similarity on 3-year-old children's initial liking of their peers. Children were presented with pairs of childlike puppets who were either similar or dissimilar to them on a specified dimension and then were asked to choose one of the puppets to play with as a measure of liking. Children selected the puppet whose food preferences or physical appearance matched their own. Unpacking the physical appearance finding revealed that the stable similarity of hair color may influence liking more strongly than the transient similarity of shirt color. A second study showed that children also prefer to play with a peer who shares their toy preferences, yet importantly, show no bias toward a peer who is similar on an arbitrary dimension. The findings provide insight into the earliest development of peer relations in young children.

The shape of thought.

When children learn the name of a novel object, they tend to extend that name to other objects similar in shape - a phenomenon referred to as the shape bias. Does the shape bias stem from learned associations between names and categories of objects, or does it derive from more general properties of children's understanding of language and the world? We argue here for the second alternative, presenting evidence that the shape bias emerges early in development, is not limited to names, and is intimately related to how children make sense of categories.

Two-year-olds' sensitivity to speakers' intent: an alternative account of Samuelson and Smith.

Seventy-two 2-year-olds participated in a study designed to test two competing accounts of the effect of contextual change on children's ability to learn a word for an object. The mechanistic account hypothesizes that any change in context that highlights a target object will lead to word learning; the social-pragmatic account maintains that a change in context must be perceived as relevant to the speaker's communicative intentions. Consistent with the latter account, we found that children learned the word when a change in context was intentional but not when it was accidental, and children failed to learn the word for the highlighted object when a speaker naive to the preceding context named the object.