Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Socioemotional Development during Infancy

Socioemotional Development during Infancy

Socio-emotional development in infancy is primarily shaped by early emotional responses and social connections, with temperament playing a central role. Temperament refers to the consistent patterns in an individual's emotional and behavioral responses, observable even in infancy. By examining temperament, researchers can better understand an infant's unique ways of interacting with the world, influencing subsequent personality and socio-emotional growth.
Primary Temperament Types

Autism Spectrum Disorder

Autism Spectrum Disorder

Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.

Information Processing Approach

Information Processing Approach

The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...

Relationship with Parents: Attachment

Relationship with Parents: Attachment

Parent-child interactions lay the foundation for how we understand relationships throughout life. These interactions are not uniform across families; instead, they are shaped by a range of environmental, emotional, and behavioral factors unique to each caregiver-child dynamic. Social psychologists study these early relationships to understand how patterns formed in infancy influence social functioning and interpersonal behavior in adulthood.Attachment Theory and Early Relational ModelsJohn...

The Nativist Approach

The Nativist Approach

The nativist approach to infant cognitive development proposes that infants are born with inherent knowledge structures that allow them to interpret the world almost immediately. This perspective contrasts with earlier developmental theories, such as those proposed by Jean Piaget, which emphasized a more gradual acquisition of cognitive abilities through interaction with the environment. One key concept in this approach is object permanence — the understanding that objects continue to...

Piaget's Stage 1 of Cognitive Development

Piaget's Stage 1 of Cognitive Development

The sensorimotor stage, the initial phase of Jean Piaget's theory of cognitive development, spans the first two years of a child's life. During this period, infants actively engage with their surroundings, building cognitive awareness through direct interaction with the world. This interaction is primarily based on sensory perception and motor actions, allowing infants to gradually understand basic physical properties and predict how objects interact within their environment.
Exploration...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

Post-Traumatic Headache in Children and Genetic Risk of Migraine: An Observational Cohort Study.

Neurology. Genetics·2026

Same author

Parent-to-parent recommendations for coping with congenital heart disease: a mixed-methods study.

Archives of disease in childhood·2026

Same author

Generation and characterization of a HEK293 cell line optimized for recombinant adeno-associated virus production.

Biotechnology reports (Amsterdam, Netherlands)·2026

Same author

Mechanisms and products implicated in mild traumatic brain injury among children aged 0-5 years old presenting to Canadian emergency departments.

Injury prevention : journal of the International Society for Child and Adolescent Injury Prevention·2026

Same author

Executive Functioning Measures from Early Childhood to School Age: Exploring Prospective Associations.

Developmental neuropsychology·2025

Same author

Function over diagnoses: parents of extremely preterm infants give recommendations to clinicians about their information needs.

Archives of disease in childhood. Fetal and neonatal edition·2025

Search research articles

Related Experiment Video

Updated: Dec 13, 2025

Assessment and Evaluation of the High Risk Neonate: The NICU Network Neurobehavioral Scale

Assessment and Evaluation of the High Risk Neonate: The NICU Network Neurobehavioral Scale

Published on: August 25, 2014

Social cognition, adaptive functioning, and behavior problems in preschoolers born extremely preterm.

Isabelle Marleau^1,2, Mélissa Vona³, Charlotte Gagner³

¹Department of Psychology, University of Sherbrooke , Sherbrooke, Canada.

Child Neuropsychology : a Journal on Normal and Abnormal Development in Childhood and Adolescence

|July 28, 2020

Summary

Children born extremely prematurely exhibit deficits in social cognition, including theory of mind and affect recognition. These early social challenges impact adaptive functioning and prosocial behavior, suggesting a need for targeted interventions.

Keywords:

Prematurity social cognition social development social skills theory of mind

More Related Videos

Use of a Video Scoring Anchor for Rapid Serial Assessment of Social Communication in Toddlers

Use of a Video Scoring Anchor for Rapid Serial Assessment of Social Communication in Toddlers

Published on: March 14, 2018

P50 Sensory Gating in Infants

P50 Sensory Gating in Infants

Published on: December 26, 2013

Related Experiment Videos

Last Updated: Dec 13, 2025

Assessment and Evaluation of the High Risk Neonate: The NICU Network Neurobehavioral Scale

Assessment and Evaluation of the High Risk Neonate: The NICU Network Neurobehavioral Scale

Published on: August 25, 2014

Use of a Video Scoring Anchor for Rapid Serial Assessment of Social Communication in Toddlers

Use of a Video Scoring Anchor for Rapid Serial Assessment of Social Communication in Toddlers

Published on: March 14, 2018

P50 Sensory Gating in Infants

P50 Sensory Gating in Infants

Published on: December 26, 2013

Area of Science:

Neuroscience
Developmental Psychology
Pediatrics

Background:

Prematurity is linked to neurodevelopmental issues, with social impairments frequently observed in preterm children.
The origins of social difficulties in preterm children are unclear but may relate to social cognitive skills like theory of mind.

Purpose of the Study:

To evaluate social cognitive, adaptive, and behavioral functioning in extremely preterm-born children.
To compare social functioning between extremely preterm children and term-born controls.

Main Methods:

Thirty extremely preterm (22-28 weeks gestation) and 30 term-born children (ages 4.5-5.9 years) were assessed.
Measures included theory of mind, affect recognition, and parent-reported adaptive social functioning and behavior.
Analyses controlled for cognitive, attentional, executive, sociodemographic, and perinatal factors.

Main Results:

Extremely preterm children showed significantly poorer theory of mind and affect recognition compared to term controls.
Parents reported lower adaptive social functioning and prosocial behavior in extremely preterm children.
Deficits were observed across social cognitive, adaptive, and behavioral domains.

Conclusions:

Extreme preterm birth negatively impacts social cognitive, adaptive, and behavioral functioning.
These findings help explain social challenges in extremely preterm children.
Results suggest potential targets for interventions to improve social outcomes.