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Objectives: This study examined the developmental differences of implicit theory of mind in infants aged 12 to 24 months according to two types of tasks within the anticipatory looking paradigm, as well as the interaction between age group and type of task. Methods: In all, 69 infants participated in this study aged 12, 18, and 24 months. Two types of implicit false-belief tasks using an anticipatory looking paradigm were administered to all the infants for about 4 minutes 20 seconds. While all of the infants watched two types of computerized video clips (FB1, FB2) through the computer screen, an eye-tracker (TobiiX120) recorded the traces of anticipatory looking of infants. The anticipatory looking of infants in test trials was then analyzed. Results: Results showed that the differences between the 12-month-olds and the other age groups (18-month-olds, 24-month-olds) were significant, but even some of the 12-month-olds showed evidence of an implicit theory of mind. The level of implicit theory of mind of 18-month infants did not significantly differ from that of 24-month infants. In addition, a difference by type of implicit falsebelief task was significant. Infants showed a higher level of implicit theory of mind in Task1 (FB1) than in Task2 (FB2). However, the interaction effect between age and type of task was not significant. Conclusion: The findings of this study hold implications for the development of implicit theory of mind early in life, and indicate the validity of the anticipatory looking paradigm with two types of tasks. Several limitations and suggestions for future study are also presented. [ABSTRACT FROM AUTHOR]

Objectives: The purpose of this study was to examine the influence of father-adolescent attachment on adolescents' internalizing behavior problems within the Mongolian family context. Additionally, the moderation effect of adolescents' gender was also examined. Methods: One hundred seventy four Mongolian adolescents who lived in Ulaanbaatar, Mongolia participated in this study. The participants was 13 to 15 years old, and 69 out of 174 participants were boys. Consent was taken from participants and their parents. Instructions, consent forms, and questionnaires written in English were translated into Mongolian language. Participants responded to questionnaires that measured attachment to fathers, adolescents' depression, and anxiety. Data were analyzed using hierarchical multiple regression. Results: Results of this study showed that there was a significant difference between sons and daughters in the attachment to their fathers. Attachment security between sons and fathers was higher than that between daughters and fathers. Gender differences were also found in adolescents' depression and anxiety. Levels of depression and anxiety in girls were significantly higher than in boys. In addition, attachment to fathers negatively predicted adolescents' internalizing behavior problems including depression and anxiety. In particular, the moderation effect of adolescents' gender was also significant. Specificially, girls' attachment to fathers negatively predicted girls' internalizing behavior problems, but no significant finding was reported in the relationship between fathers and boys. Conclusion: Findings suggested a protective role of adolescents' attachment to fathers against adolescents' internalizing behavior problems, and were discussed in terms of characteristics of parent-child relationship in Mongolian culture. The role of attachment on adolescents' mental health was suggested. [ABSTRACT FROM AUTHOR]

Objectives: This study examined the relationship between parents’ and children’s anxiety and the mediation effects of parents’ overprotection and children’s cognitive distortions. Methods: The participants were 414 children in fourth, fifth, and sixth grade in elementary schools and their parents. Structural equation modeling was used to analyze the data. Results: First, children’s cognitive distortions and parents’ overprotection were found to directly affect the children’s anxiety. Parents’ overprotection also affected the children’s anxiety and was mediated by cognitive distortions. However, only the mother’s anxiety significantly predicted a child’s anxiety. Conclusion: Findings suggest that there is an intergenerational transmission of anxiety, and early intervention and prevention approaches may be helpful. [ABSTRACT FROM AUTHOR]

Objectives: This study aimed to investigate the influence of executive function on the development of prospective memory in young children. Methods: The participants of this study included 47 preschool children aged 4 and 5 years. Children completed word- and category-based tasks that measured prospective memory. The following tasks were also used to assess executive function in children: Flanker, day/night, backward digit span, and dimensional change card sort tasks. Results: The inhibitory control and working memory of children significantly predicted prospective memory measured by the word-based task. Inhibition particularly accounted for prospective memory in the category-based task. Conclusion: The findings demonstrated the influence of the components of executive function on the prospective memory of young children in the preoperational period. [ABSTRACT FROM AUTHOR]

Objective: The study examined the longitudinal relationship among paternal depression, affective parenting and children's externalizing behavior problems. Methods: Data were obtained from the fifth, sixth, and seventh waves of preschooler father cohort (N = 1,694) of the Panel Study on Korean Children. Autoregressive cross-lagged model was used to analyze data from the three waves. Results: The major longitudinal findings are as follows. First, paternal depression, affective parenting and children's externalizing behavior problem were consistently stable over time. Second, paternal prior depression had a significantly negative effect on later affective parenting, and prior affective parenting affect externalizing behavior problems negatively. Conclusion: The findings showed that paternal prior depression decreases affective parenting and makes children's externalizing behavior problems worse. It highlighted that educational interventions for fathers to get over depression are likely to reduce the negative influence of parenting on children's externalizing behavior problems. [ABSTRACT FROM AUTHOR]

Objective: This study examined the longitudinal influence of maternal depression and anxiety on children's noncompliance and externalizing behavior problems. In addition, the mediation effect of harsh maternal parenting behavior was examined. Methods: Sixty child-mother dyads participated in a longitudinal study at 3 and 4 years of children's age. Child-mother interactions were observed and recorded in structured lab settings at time 1 and time 2, and mothers completed subscales of depression and anxiety facets in neuroticism of the five-factor model of personality. Preschool teachers rated children's externalizing behavior problems using the Korean version of Child Behavior Checklist. Results: Results showed that maternal anxiety at time 1 significantly affected children's externalizing behavior problems at time 2, but the longitudinal link between children's noncompliance and externalizing behavior problems were not significant. In particular, harsh maternal parenting behavior mediated the relationship between maternal anxiety and children's behavior problems. No significant influence of maternal depression was reported. Conclusion: Maternal anxiety was found to be a risk factor for harsh parenting behaviors, and educational interventions for parents with harsh parenting attitude are likely to reduce the negative influence of psychopathological problems of mothers. [ABSTRACT FROM AUTHOR]

This study created a structural model of the influence of paternal and maternal meta-emotion philosophy and children's emotion regulation in terms of their social competence and confirmed the nature of the relationship among the variables. For the purpose of this study, data was collected, targeting 363 children in the 5th and 6th elementary school grades from schools located in Seoul. The main results of this study were as follows: First, both paternal and maternal meta-emotion philosophy had an influence on children's emotion regulation and emotion dysregulation. Next, paternal and maternal meta-emotion philosophy did not appear to have a significant influence on children's social competence in a direct manner. The complete mediation effect of emotion regulation in regards to the influence of paternal and maternal meta-emotion philosophy upon children's social competence was confirmed. It was also found that parental meta-emotion philosophy had an influence upon children's social competence in an indirect manner through children's emotion regulation in the period of middle childhood. [ABSTRACT FROM AUTHOR]