Prior studies found hand preference trajectories predict preschool language outcomes. However, this approach has been limited to examining bimanual manipulation in toddlers. It is not known whether hand preference during infancy for acquiring objects (i.e., reach-to-grasp) similarly predicts childhood language ability. The current study explored this motor-language developmental cascade in 90 children. Hand preference for acquiring objects was assessed monthly from 6 to 14 months and language skill was assessed at 5 years. Latent class growth analysis identified three infant hand preference classes: left, early right, and late right. Infant hand preference classes predicted 5-year language skills. Children in the left and early right classes, who were categorized as having a consistent hand preference, had higher expressive and receptive language scores relative to children in the inconsistent late right class. Consistent classes did not differ from each other on language outcomes. Infant hand preference patterns explained more variance for expressive and receptive language relative to previously reported toddler hand preference patterns, above and beyond socioeconomic status (SES). Results suggest that hand preference, measured at different time points across development using a trajectory approach, is reliably linked to later language.

Children fast-map new words to their referents early on but do not show robust retention until much later. This paper examines whether children’s interest in a natural category relates to retention of newly learned words in that category. German-speaking 24-month-olds and 38-month-olds (n = 88, 41 female) were trained on novel word-object-associations from different categories. Pupillary arousal and parental reports served as indices of interest in the objects and categories presented. Recognition and retention were tested directly after exposure, five minutes later, and 24 hours later. Both younger and older children showed successful word-object recognition and retention. Furthermore, interest in the category modulates young children’s recognition and retention of newly learned word-object associations from semantic categories across ages.

Increasingly, researchers have operationalized AAI derived attachment representations as reflecting individual differences in secure base script knowledge (AAIsbs)—the degree to which individuals show awareness of the temporal-causal schema that summarizes the basic features of seeking and receiving effective support from caregivers when in distress. In a series of pre-registered analyses, we used AAI transcripts recently re-coded for AAIsbs and leveraged a new follow-up assessment of the NICHD Study of Early Child Care and Youth Development cohort around age 30 years (479 currently partnered participants) to assess and compare the links between AAIsbs and traditional AAI coding measures in late adolescence and self-reported romantic relationship quality in adulthood. Higher AAIsbs predicted better dyadic adjustment scores in adulthood, above and beyond other AAI-derived coding measures, and sociodemographic and cognitive functioning covariates. Findings extend previous evidence pointing to the predictive significance of AAIsbs for multiple adult functioning domains.

We know little about the relationships that matter to emerging adults. This preregistered report elaborates our plan to survey 200 emerging adults (approximately half male) to better understand the role of significant others. First, we plan to ask emerging adults to list individuals who matter and we will code the open-ended text for relationship type. Second, we will use an adapted version of Schneck’s (2009) Mattering Scale to assess mattering among five common close relationships (i.e., mother figure, father figure, partner, best friend, sibling). We predict that mattering of partner and best friend will be highest, mothers will matter more than fathers, and siblings will matter least. We hypothesize failing to mention a relationship in the open-ended portion will be related to lower mattering of that relationship. Finally, we anticipate better well being and less loneliness when the list of those who matter is longer and when significant others matter more.

Temperament is one of the factors that explain individual differences in child cognition, and it is usually measured through parental reports. Few studies showed that temperament reports varied depending on whether the reporter is a parent or a teacher, but a quite unexplored question is how each report predicts child cognition. This study analyzes how temperament reports from parents and teachers, predict the performance in a fluid intelligence task in 87 Argentinean children aged 4-5 years from medium-to-low socioeconomic status. Children were administered the Matrix subtest of KABC-II, and their temperament was evaluated with the CBQ Very Short Form, administered to parents and also to teachers. We will run one multilevel mixed-effects linear regression for CBQ dimensions, including teacher report of child temperament as the first level of nesting, and parental report of child temperament as the second level; the Matrix subtest’s total score will be the dependent variable.