Individual differences in infant fearfulness and cognitive performance: a testing, performance, or competence effect?
The author conducted 2 studies to examine the relations between infant fear and cognitive testing performance in 12-month-old infants. In Study 1, fear was assessed by using 2 standard temperament questionnaires and a laboratory-based, standardized stranger approach. Individual differences in cognitive development were assessed using the Object Permanence Scale of the Infant Psychological Development Scales (I. C. Uzgiris & J. M. Hunt, 1975). All 3 assessments of fear significantly predicted object permanence performance, with correlations ranging from -.32 to -.35. In Study 2, fear was assessed via a maternal report questionnaire, and habituation performance was assessed via a basic-level categorization task. Familiarity with the examiner and with the testing environment was manipulated to test for a familiarity influence on performance. Testing revealed individual differences in both fear and habituation. Results suggest that highly fearful infants required more trials to habituate and were less likely to meet the habituation criterion than infants who were less fearful. Methodological and conceptual implications of these results are discussed.
Rieser-Danner
Loretta A
LA
Department of Psychology, West Chester University of Pennsylvania, 19383-2145, USA. lrieserdan@wcupa.edu
D002657:Child Development; D003071:Cognition; D005106:Exploratory Behavior; D005239:Fear; D005260:Female; D005403:Fixation, Ocular; D006185:Habituation, Psychophysiologic; D006801:Humans; D007223:Infant; D008297:Male; D010988:Play and Playthings; D011795:Surveys and Questionnaires; D013694:Temperament; D014796:Visual Perception