1. PSY 620P January 29, 2015

2.  January 29 th – Design, Measurement, & Analysis (ppt6)ppt6  Fraley, R. C., Roisman, G. I., & Haltigan, J. D. (2013). The legacy of early experiences in development: Formalizing alternative models of how early experiences are carried forward over time. Dev Psychol, 49(1), 109-126. Sunni1 Fraley, R. C., Roisman, G. I., & Haltigan, J. D. (2013). The legacy of early experiences in development: Formalizing alternative models of how early experiences are carried forward over time. Dev Psychol, 49(1), 109-126.  Adolph, K. E., S. R. Robinson, et al. (2008). "What is the shape of developmental change?" Psychological Review 115(3): 527-543. Mike1What is the shape of developmental change  Brody, G. H., Chen, Y-F., Murry, V. M., Ge, X., Simons, R. L., Gibbons, F. X., Gerrard, M., & Cutrona, C. E. (2006). Perceived discrimination and the adjustment of African American youths: A five-year longitudinal analysis with contextual moderation effects. Child Development, 77, 1170-1189. BreAnne1 Brody, G. H., Chen, Y-F., Murry, V. M., Ge, X., Simons, R. L., Gibbons, F. X., Gerrard, M., & Cutrona, C. E. (2006). Perceived discrimination and the adjustment of African American youths: A five-year longitudinal analysis with contextual moderation effects. Child Development, 77, 1170-1189.  Oller DK, Niyogi P, Gray S, Richards JA, Gilkerson J, Xu D, Yapanel U, Warren SF: Automated vocal analysis of naturalistic recordings from children with autism, language delay, and typical development. Proceedings of the National Academy of Sciences 2010, 107:13354-13359. Carolyn1 Oller DK, Niyogi P, Gray S, Richards JA, Gilkerson J, Xu D, Yapanel U, Warren SF: Automated vocal analysis of naturalistic recordings from children with autism, language delay, and typical development. Proceedings of the National Academy of Sciences 2010, 107:13354-13359.

3.  February 5 th – The biological basis of behavior and development   Champagne, F. A., & Mashoodh, R. (2009). Genes in Context Gene–Environment Interplay and the Origins of Individual Differences in Behavior. Current Directions in Psychological Science, 18(3), 127-131. Cf. Szyf, M. and J. Bick (2012). "DNA Methylation: A Mechanism for Embedding Early Life Experiences in the Genome." Child Development. Ruth1 Champagne, F. A., & Mashoodh, R. (2009). Genes in Context Gene–Environment Interplay and the Origins of Individual Differences in Behavior. Current Directions in Psychological Science, 18(3), 127-131.DNA Methylation: A Mechanism for Embedding Early Life Experiences in the Genome   Burgaleta, M., Johnson, W., Waber, D. P., Colom, R., & Karama, S. (2014). Cognitive ability changes and dynamics of cortical thickness development in healthy children and adolescents. Neuroimage, 84(0), 810-819. doi: http://dx.doi.org/10.1016/j.neuroimage.2013.09.038 Ashley1Cognitive ability changes and dynamics of cortical thickness development in healthy children and adolescents. http://dx.doi.org/10.1016/j.neuroimage.2013.09.038   Uddin, L. Q., Supekar, K., & Menon, V. (2013). Reconceptualizing functional brain connectivity in autism from a developmental perspective. Frontiers in Human Neuroscience, 7. doi: 10.3389/fnhum.2013.00458 Emily1 Uddin, L. Q., Supekar, K., & Menon, V. (2013). Reconceptualizing functional brain connectivity in autism from a developmental perspective. Frontiers in Human Neuroscience, 7. doi: 10.3389/fnhum.2013.00458   Chen, E., Cohen, S., & Miller, G. E. (2010). How low socioeconomic status affects 2-year hormonal trajectories in children. Psychological Science, 21, 31-37. Kelly1 Chen, E., Cohen, S., & Miller, G. E. (2010). How low socioeconomic status affects 2-year hormonal trajectories in children. Psychological Science, 21, 31-37.   Alternates:  Lister, R., Mukamel, E. A., Nery, J. R., Urich, M., Puddifoot, C. A., Johnson, N. D., Lucero, J., Huang, Y., Dwork, A. J., Schultz, M. D., Yu, M., Tonti-Filippini, J., Heyn, H., Hu, S., Wu, J. C., Rao, A., Esteller, M., He, C., Haghighi, F. G., Sejnowski, T. J., Behrens, M. M., & Ecker, J. R. (2013). Global epigenomic reconfiguration during mammalian brain development. Science, 341(6146), 1237905. doi: 10.1126/science.1237905Global epigenomic reconfiguration during mammalian brain development  Shaw, P., Greenstein, D., Lerch, J., Clasen, L., Lenroot, R., Gogtay, N., Evans, A., Rapoport, J., & Giedd, J. (2006). Intellectual ability and cortical development in children and adolescents. Nature, 440, 676-679.Shaw, P., Greenstein, D., Lerch, J., Clasen, L., Lenroot, R., Gogtay, N., Evans, A., Rapoport, J., & Giedd, J. (2006). Intellectual ability and cortical development in children and adolescents. Nature, 440, 676-679.

4.  February 12 th – Perceptual Development  Vogel, M., Monesson, A., & Scott, L. S. (2012). Building biases in infancy: The influence of race on face and voice emotion matching. Developmental Science, 15, 359-372. Vogel, M., Monesson, A., & Scott, L. S. (2012). Building biases in infancy: The influence of race on face and voice emotion matching. Developmental Science, 15, 359-372.   Maurer, D., & Werker, J. Perceptual narrowing during infancy: A comparison of language and faces. Developmental Psychobiology, 2014, 56, 154-178.Perceptual narrowing during infancy: A comparison of language and faces.   Papageorgiou, K. A., Smith, T. J., Wu, R., Johnson, M. H., Kirkham, N. Z., & Ronald, A. (2014). Individual Differences in Infant Fixation Duration Relate to Attention and Behavioral Control in Childhood. Psychological Science. doi: 10.1177/0956797614531295 Papageorgiou, K. A., Smith, T. J., Wu, R., Johnson, M. H., Kirkham, N. Z., & Ronald, A. (2014). Individual Differences in Infant Fixation Duration Relate to Attention and Behavioral Control in Childhood. Psychological Science. doi: 10.1177/0956797614531295   Jones, W., & Klin, A. (2013). Attention to eyes is present but in decline in 2-6-month-old infants later diagnosed with autism. Nature, 504(7480), 427-431. doi: 10.1038/nature12715 Jones, W., & Klin, A. (2013). Attention to eyes is present but in decline in 2-6-month-old infants later diagnosed with autism. Nature, 504(7480), 427-431. doi: 10.1038/nature12715   Alternate:  Maurer, D., Mondloch, C. J., & Lewis, T. L. (2007). Sleeper effects. Developmental Science, 10, 40-47. Maurer, D., Mondloch, C. J., & Lewis, T. L. (2007). Sleeper effects. Developmental Science, 10, 40-47.

5.  Measurement  The shape of developmental change  Modeling individual differences in patterns of change  Mediating and moderating variables  Modeling the impact of early experience  Natalie Time Lapse: Birth to 10 years old in 1 minute 25 sec. Natalie Time Lapse: Birth to 10 years old in 1 minute 25 sec.  http://www.youtube.com/watch?v=ZTjHLF3xKWo Child growth face morph time-lapse (from birth to almost 4). http://www.youtube.com/watch?v=ZTjHLF3xKWo

6. Rubenstein

7.  The study of vocal development and its role in language has been labor intensive, requiring human transcribers and analysts code and take measurements from small recorded samples  Oller et al. (2010) illustrates a method to obtain measures of early speech development through automated analysis of massive quantities of day-long audio recordings collected naturalistically in children’s homes Oller et al (2010) | Rubenstein

9. 1,486 all-day recordings from 232 children, with more than 3.1 million automatically identified child utterances  Identify speech-related child utterances (SCUs) and discard child cries and vegetative sounds  Divide SCUs into speech-related vocal islands (SVIs)  high energy periods (salient syllables in SCUs) bounded by low-energy periods  SVIs were analyzed on 12 infrastructural acoustic features reflecting rhythmic/syllabic articulation and voice and known to play roles in speech development  4 Conceptual Groupings: RhSy, LtHp, BwLp, and duration  Each SVI classified as present (+) or absent (-) for each feature Oller et al (2010) | Rubenstein

11. Blue—Typical Red—ASD Oller et al (2010) | Rubenstein

12. Blue—Typical Red—ASD Blue— Typical/Language Delay Gold—Child Means

13. Oller et al (2010) | Rubenstein Estimated posterior probability of “not typically developing” classification Posterior probability threshold for “not typically developing” classification

14.  Primary factor: child’s control of infrastructural features of syllabification  Differentiated between children with and without a language disorder with higher accuracy than between the two language disorder groups (autism and language delay) Oller et al (2010) | Rubenstein

15. Studying automated children’s vocalization is not just a method or technology. It’s a movement. – Oller (Contemporary Pediatrics, 2014)  Strengths  Weaknesses  Solution?

16.  Developmental trajectories take many forms  Accurate depiction of trajectory depends on sampling rate of observations  “Microgenetic method” – small time intervals to observe developmental process Hoffman

17.  Overly large sampling intervals can distort shape of change  inaccurate picture of developmental trajectory  How small is small enough? How large is too large?  Previously, measurement intervals chosen by:  Intuition, convenience, and tradition Hoffman

18.  Call for a design based on a formal theoretical model about the shape of the underlying function  Dictates number of data points and optimal spacing  BUT - hard to apply to psychology  We cannot mathematically calculate the shape of the function  Causes a chicken or the egg conundrum Hoffman

19.  Study tracked motor development  Systematically altered the time between assessments to see how that impacted the trajectory

20. Hoffman

21.  Results: Many kids are variable in achieving motor skills  Longer assessment periods mask that variability, even beyond 2-3 days  Questions: What is an appropriate amount of time between assessments?  When is a skill absolutely achieved?

22.  Investigated  Increases in discrimination related to increases in conduct problems and depression  Association attenuated by nurturant-involved parenting, prosocial peer affiliation, and school efficacy  Gender effects  Participants  African American youth (from Georgia and Iowa)  T1: Early childhood (ages 10-12)  T2: 2 years later  T3: 5 years later  Self-report, moderators assessed through self-report and parent-report

24.  Latent growth curve modeling uses data from 3 time points to assess change in constructs within individuals  Regression is fitted to three data points for each youth to see change in construct over time  Intercept for each youth represents level of construct at Time 1  Slope represents rate at which each construct changes over time

25. From Brody et al., 2006

27.  Increases in discrimination positively associated with development of conduct problems and depressive symptoms  High SES youth more likely to have increases in discrimination over time  Growth trajectories for discrimination and conduct problems stronger for boys than girls (no difference for depression)

28.  Used multigroup comparisons to test for moderation effects  Discrimination  Conduct problems/Depression  Weaker for youth with high ▪ Nurturant-involved parenting ▪ School efficacy ▪ Affiliation with prosocial peers

29.  What does studying trajectories of change add?  Other potential moderators?  Study limitations?

30. Measurement models for univariate growth curves

31. Which variables moderate associations (and why)?

32. Interpretation of results with regard to theoretical model? Limitations/Future Directions?

33.  Family-based interventions reduce behavior problems in young children  WHY?  What are the mechanisms underlying change?  Maternal Depression  Related to problem behaviors esp in early childhood

34. + 1 SD child behavior problems +1 SD family problems +1 SD sociodemographic risk

35.  Primary measures  Depression –  Ages 2 & 3 ▪ Center for Epidemiological Studies on Depression Scale (CES-D)  Positive Parenting  Age 2 ▪ Home observations  Child Behavior Problems  Ages 2, 3, 4 ▪ Child Behavior Checklist (CBCL) – Internalizing, Externalizing ▪ Eyberg Child Behavior Inventory – Problems factor

36.  Intervention protocol  Family Check-Up (FCU) ▪ Initial interview ▪ Get to Know You meeting with parent consultant ▪ Feedback session ▪ Follow-up sessions (possibly)

37.  Goal 1: Does intervention affect growth of externalizing and internalizing behaviors?  Goal 2: Does intervention affect change in depression between 2 and 3 yrs?  Goal 3: Are intervention effects on child behavior problems mediated by reductions in maternal depression?

39.  Generalization to internalizing problems?  Does positive parenting behavior mediate relation between intervention and change in child behavior problems?  Limitations?

40. Haltigan

41. Developmental Psychology © 2012 American Psychological Association 2013, Vol. 49, No. 1, 109 –126 0012-1649/12/$12.00 DOI: 10.1037/a0027852 The Legacy of Early Experiences in Development: Formalizing Alternative Models of How Early Experiences Are Carried Forward Over Time R. Chris Fraley, Glenn I. Roisman, and John D. Haltigan University of Illinois at Urbana–Champaign N. Sun-Suslow

42. Experiences in the first few years of life are inconsequential or held in undue high regard. N. Sun-Suslow

43. Age 1Age 7 N. Sun-Suslow

44. Enduring Diminishing (McCartney & Rosenthal, 2000) Age 1Age 7 N. Sun-Suslow

45. Traditional, two-wave, longitudinal studies cannot discern pattern of association over time.  Stabilizes?  If so, approaches zero or non-zero value? N. Sun-Suslow

46. Revisionist: Kagan’s (1980) tape recorder metaphor concerning fate and early experiences. Enduring: Early experiences play a unique and enduring role in development. (Sroufe, Egeland, & Dreutzer, 1990) vs N. Sun-Suslow

47. Early outcomes Stability External Factors Enduring effects model N. Sun-Suslow

49.  National Institute of Child Health and Human Development (NICHD) Study of Early Child and Youth Development (SECCYD).  Looked at maternal sensitivity in the first 3 years of life and its associations with:  Social competence (through age 15). ▪ Parent and teacher report  Academic skills (through age 15). ▪ Teacher report and WJ N. Sun-Suslow

50. Maternal sensitivity + covariates have enduring effects on outcome + stability of maternal sensitivity N. Sun-Suslow

51. Second-order stability paths. Early processes may be carried forward. N. Sun-Suslow

52. Examined possibility that enduring association between early experiences and later social and academic functioning is due to…  Confounding influence of factors associated with sensitivity and child outcomes (e.g. maternal education)  Stability of caregiving environments over time N. Sun-Suslow

53. There may be enduring effects of early caregiving experiences in both social competence and academic skills. Difficult to reconcile on basis of revisionist perspective on development. N. Sun-Suslow

54. 1. A two-wave, longitudinal studies can adequately discern pattern of association over time. N. Sun-Suslow

55. No Evidence Bivariate Associations Approach Zero in the Limit Haltigan NICHD SECCYD Correlations

56. Some Evidence Bivariate Associations are Approaching Zero in the Limit Haltigan Correlations NICHD SECCYD

57. c4c4 Early Maternal Sensitivity 6-36 months Total Problem Symptomatology at Different Ages 24/36m54mKGrade 1 G… c1c1 c2c2 c3c3 c.... Age 15 a b b b bb Haltigan, Roisman, & Fraley, 2013, Development & Psychopathology Fraley, Roisman, & Haltigan, 2013, Developmental Psychology Haltigan

58. b e1e1 a Early Maternal Sensitivity 6-36 months Total Problem Symptomatology at Different Ages 24/36m54mG1G2…Age 15 c1c1 c2c2 c3c3 c.... b b b e3e3 e2e2 e4e4 d1d1 d2d2 d3d3 d... Haltigan

59. Maternal eating disorders associated with infant feeding difficulties Why? Hypothesized mechanisms? Maternal factors? Child factors? Direct vs. indirect effects Interpretation

60. Sample characteristics Assessment timeline 18 weeks pregnancy ED symptoms in pregnancy 32 weeks pregnancy, 8 weeks & 8 months postpartum Maternal anxiety & depression 1 month postpartum Early feeding difficulties 6 months postpartum Late feeding difficulties Child Temperament Child Developmental Status

61. Compare thee developmental models 1. Direct Effects Model

62. Compare thee developmental models 2. Mediational Model

63. Compare thee developmental models 3. Integrated Model

64. Why is prospective design particularly important here?  unique information gained by using longitudinal design? Implications of findings? Additional information you’d like to see?