The Impact of Daycare and Child Temperament on Parent-Child Interactions

This study explored the potential impact of child temperament and daycare on behavior problems and parental sensitivity. It was expected that children with more difficult temperaments would exhibit more behavior problems and have less sensitive parents when experiencing high amounts of daycare. Measures from 60 families involved in the Southern Illinois Twins and Siblings Study (SITSS) were examined. Results indicated that highly active children exhibited more externalizing behaviors when experiencing less daycare. Shy children experiencing more daycare had more sensitive parents. Additionally, a temperamental difference between co-twins was related to differential parental sensitivity. Lastly, DZ co-twins were more temperamentally different when experiencing high amounts of daycare. These results demonstrate that daycare does seem to affect children; however, the specific effect depends on the child\u27s temperament. Additionally, temperament is an important factor when examining parental sensitivity shown to twins and when determining how MZ and DZ twins react to daycare

Peer Victimization and DRD4 Genotype Influence Problem Behaviors in Young Children

Decades of research supports the presence of significant genetic influences on children’s internalizing (emotional), externalizing (acting out), and social difficulties, including victimization. Additionally, being victimized has been shown to relate to further behavioral problems. The current study assessed the nature of the gene-environment relationships between the DRD4 gene, peer victimization, and externalizing and internalizing difficulties in 6- to 10-year- old children. 174 children (56% girls; 88.6% Caucasian, 3.4% African American, 8% mixed race or Mayan) and their parents were administered victimization and problem behavior questionnaires, and DRD4 was genotyped for the children. An interaction between genes (DRD4) and environment (victimization) was significant and supported the differential susceptibility model for verbal victimization and child-reported externalizing behaviors. Children with the DRD4 7-repeat allele were differentially responsive to the verbal victimization environment, such that those experiencing little to no victimization reported significantly lower levels of externalizing behaviors, but if they experienced high amounts of victimization, they reported the highest levels of externalizing behaviors. Thus, consideration of how genes and environment affect children’s experiences of victimization prior to adolescence is essential for understanding the trajectory of both externalizing and internalizing behaviors during adolescent development

Exploring Interactions Between DRD4 Genotype and Perceived Parenting Environment

This study examined possible interactions between DRD4 genotype and parenting on children’s externalizing, internalizing, and prosocial behaviors, and explored both parent and child perceptions of all variables. Both diathesis-stress and differential susceptibility hypotheses were assessed for examining possible interactions for children with the DRD4 7-repeat allele. Data were collected from 58 families within the Southern Illinois Twins/Triplets and Siblings Study (SITSS). Results indicated that although no gene-environment interactions were found when examining child perceptions, a significant interaction emerged between DRD4 and parenting in predicting externalizing behaviors when using parent reports. Children without the 7-repeat allele appeared to be malleable to both positive and negative parenting, supporting differential susceptibility. Also, child and parent reports of parenting were both predictive of child behavior. Lastly, MZ twins perceived more similar parenting environments than DZ twins, and there appeared to be a stronger environmental effect of parenting on externalizing after controlling for the effects of genes. This study adds to the differential susceptibility literature and points to the importance of considering perceptions of both children and parents when examining the effects of parenting on child behaviors

Training Spatial Skills in Men and Women

Recent studies suggest that even short-term video game training may transfer to other cognitive tasks. With the popularity of the Nintendo Wii with women, more of them might be exposed to the games that will increase their mental rotation skills. Because performance on mental rotation tests (MRT) has been linked to math performance in women, and thus may ultimately contribute to the underrepresentation of women in STEM fields, it is important to continue to explore ways to decrease or eliminate the robust sex difference in mental rotation. The present study of 30 men and 30 women provides additional evidence that women may benefit from short-term (1 hour) training on either a Nintendo Wii™ or GameCube console to increase their mental rotation skills. One hour of video game training not only increased women\u27s MRT scores to a level similar to men\u27s scores, but also produced greater average improvement for women, even when controlling for experiential factors such as spatial and masculine childhood activities that could contribute to the sex difference in spatial ability