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Individual differences in infant fearfulness and cognitive performance: a testing, performance, or competence effect?

Loretta A Rieser-Danner1

  • 1Department of Psychology, West Chester University of Pennsylvania, 19383-2145, USA. lrieserdan@wcupa.edu

Genetic, Social, and General Psychology Monographs
|August 5, 2003
PubMed
Summary

Infant fear impacts cognitive development. Highly fearful 12-month-olds showed poorer object permanence and habituation performance in two studies, suggesting fear influences early cognitive testing.

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Area of Science:

  • Developmental Psychology
  • Cognitive Neuroscience

Background:

  • Infant fear responses are crucial for survival but can influence cognitive assessments.
  • Understanding the relationship between temperament (fear) and cognitive performance in infants is vital for accurate developmental evaluation.

Purpose of the Study:

  • To investigate the association between infant fear and cognitive testing performance in 12-month-old infants.
  • To examine how fear influences object permanence and habituation tasks.

Main Methods:

  • Two studies were conducted. Study 1 used temperament questionnaires and a stranger approach to assess fear, and the Object Permanence Scale for cognitive assessment.
  • Study 2 utilized maternal report for fear and a habituation task (categorization) for cognitive assessment, manipulating familiarity with the examiner and environment.

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Main Results:

  • In Study 1, fear assessments significantly predicted object permanence performance (correlations -.32 to -.35).
  • In Study 2, highly fearful infants required more trials to habituate and were less likely to meet habituation criteria.
  • Individual differences in both fear and habituation were observed.

Conclusions:

  • Infant fear is a significant factor affecting performance on cognitive tasks like object permanence and habituation.
  • Methodological considerations regarding infant fear and familiarity are important for interpreting cognitive testing results.
  • Findings highlight the interplay between emotional regulation and cognitive development in early infancy.