Clancy Blair
Dados Biográficos
| ID | 120913 |
|---|---|
| NOME | Clancy Blair |
| PRENOMES | Clancy |
| SOBRENOME | Blair |
| ASSINATURA | BLAIR C |
| AFILIAÇÕES | New York University |
| ORCID | 0000-0003-2738-238X |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 52 |
| TOTAL DE CITAÇÕES | 664 |
| TOTAL COMO AUTOR | 52 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2001 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 11 |
Naturalistic patterns of sustained attention across early childhood
The capacity to sustain attention over time develops rapidly over early childhood and is associated with socioemotional and cognitive outcomes. However, sustained attention has largely been studied in either shared or independent contexts, leading to gaps in our understanding of how trade-offs between sustained attention to shared versus individual targets may predict later outcomes. We examined this question in a longitudinal sample of 1,290 chi…
Bidirectional associations among maternal depressive symptoms, child social skills, and child executive function development using latent change scores
This study examined the bidirectional associations among maternal depressive symptoms, child social skills, and child executive function between 3 (T1) and 4 years (T2) of child age. Participants included 1,292 families and children (49% girls; 41% Black) from the Family Life Project, living in rural, low-income areas of the United States. Using an autoregressive and cross-lagged latent change score model, we found significant bidirectional assoc…
A Comparison of Three Executive Function Batteries in a Preschool-Aged Sample
There is great interest in the development of executive function (EF) in the preschool period. Accordingly, multiple performance-based measures of EF have been developed for this age group, yet little is known about how they compare to one another. This study used a large and diverse sample of 3-to-5-year-old children ( N = 846), who completed subtests of the National Institutes of Health's Toolbox Cognition Battery (NTCB), the Wechsler Preschool…
Examining the Effects of Changes in Classroom Quality on Within-Child Changes in Achievement and Behavioral Outcomes
This study examines whether changes in classroom quality predict within-child changes in achievement and behavioral problems in elementary school (ages spanning approximately 6–11 years old). Drawing on data from a longitudinal study of children in predominantly low-income, nonurban communities (n = 1,078), we relied on child fixed effects modeling, which controlled for stable factors that could bias the effects of classroom quality. In general, …
Capturing Environmental Dimensions of Adversity and Resources in the Context of Poverty Across Infancy Through Early Adolescence
Income, education, and cumulative-risk indices likely obscure meaningful heterogeneity in the mechanisms through which poverty impacts child outcomes. This study draws from contemporary theory to specify multiple dimensions of poverty-related adversity and resources, with the aim of better capturing these nuances. Using data from the Family Life Project (N = 1,292), we leveraged moderated nonlinear factor analysis (Bauer, 2017) to establish group…
Proximity to sources of airborne lead is associated with reductions in Children's executive function in the first four years of life
Measurement models for studying child executive functioning
83.5 months) data from the Family Life Project (N = 920), we also investigate the implications of measurement model specification for the interpretation of study findings. Children in this sample varied in terms of sex (49% male), race (43% black) and socioeconomic status (76% low-income). Our findings show that the conclusions we draw from 2 substantive analyses differ depending on whether EF is modeled as a reflective latent variable versus a c…
Joint attention partially mediates the longitudinal relation between attuned caregiving and executive functions for low-income children
Using data from a large longitudinal sample (N = 1,292) of children and their caregivers in predominantly low-income, nonurban communities, we investigated longitudinal relations between attuned caregiving in infancy, joint attention in toddlerhood, and executive functions in early childhood. The results from path analysis demonstrated that attuned caregiving during infancy predicted more joint attention in toddlerhood, which was in turn associat…
Teacher reports of social-emotional development
School-entry skills predicting school-age academic and social–emotional trajectories
Examining language and early numeracy skills in young Latino dual language learners
Bidirectional relations among executive function, teacher–child relationships, and early reading and math achievement
Effect of the tools of the mind kindergarten program on children’s social and emotional development
Depth, persistence, and timing of poverty and the development of school readiness skills in rural low-income regions
Otitis media and respiratory sinus arrhythmia across infancy and early childhood
Otitis media (OM)-or middle-ear inflammation-is the most widely diagnosed childhood illness, with evidence implicating OM in a range of distal problems (e.g., language delays, attention problems). Polyvagal theory (Porges, 1995, 2007) posits that there also are likely important connections between middle-ear functioning and children's developing parasympathetic nervous systems (PNS). Using prospective longitudinal data from the Family Life Projec…
Does early executive function predict teacher–child relationships from kindergarten to second grade
Teacher-child relationships have been linked to children's classroom engagement and to academic achievement. However, researchers have paid minimal attention to individual child factors that predict the development of these relationships. In the current study, we examined executive function (EF) prior to school entry as a predictor of teacher-child relationships at kindergarten through second grade. We also examined externalizing behavior problem…
Poverty, Stress, and Brain Development
Preschool teachers’ language and literacy practices with dual language learners
The purposes of this study were to (a) examine the degree to which teachers used linguistically responsive practices to support the language and literacy development of Spanish-speaking Dual Language Learners (DLL) and (b) to investigate the associations between these practices and select teacher-level factors. The sample consisted of 72 preschool teachers. Observational data were collected on practices. Teachers self-reported on language and cul…
Psychobiological influences on maternal sensitivity in the context of adversity
This study evaluated prospective longitudinal relations among an index of poverty-related cumulative risk, maternal salivary cortisol, child negative affect, and maternal sensitivity across the first 2 postpartum years. Participants included 1,180 biological mothers residing in rural and predominantly low-income communities in the United States. Multilevel growth curve analyses indicated that an index of cumulative risk was positively associated …
School Readiness and Self-Regulation
Research on the development of self-regulation in young children provides a unifying framework for the study of school readiness. Self-regulation abilities allow for engagement in learning activities and provide the foundation for adjustment to school. A focus on readiness as self-regulation does not supplant interest in the development of acquired ability, such as early knowledge of letters and numbers; it sets the stage for it. In this article,…
Socioeconomic Status, Subjective Social Status, and Perceived Stress
Several studies have investigated associations between socioeconomic status (SES) and indicators of children's physiological and cognitive self-regulation. Although objective measures of family SES may be good proxies for families' experiences of disadvantage, less is known about subjective aspects of families' experiences. We hypothesize that subjective social status (SSS) and perceived stress may be important independent predictors of children'…
Household chaos and children’s cognitive and socio-emotional development in early childhood
Multiple aspects of self-regulation uniquely predict mathematics but not letter–word knowledge in the early elementary grades
The relation of self-regulation measured prior to school entry to developing math and reading ability in prekindergarten through the second grade was examined in a prospective longitudinal sample of 1,292 children and families in predominantly rural and low-income communities in 2 regions of high poverty in the United States. Direct assessments of executive function, effortful control, and stress response physiology (indexed by resting levels of …
Emotional reactivity and parenting sensitivity interact to predict cortisol output in toddlers
Cortisol output in response to emotion induction procedures was examined at child age 24 months in a prospective longitudinal sample of 1,292 children and families in predominantly low-income and nonurban communities in two regions of high poverty in the United States. Multilevel analysis indicated that observed emotional reactivity to a mask presentation but not a toy removal procedure interacted with sensitive parenting to predict cortisol leve…
I Don't Think You Like Me Very Much
Even when accounting for past performance, academic achievement can be influenced by teacher expectations, which are lower for disadvantaged and visible ethnic minority children. We use a Quebec (Canada) population-based sample ( N = 1,311) to examine whether ethnicity and teacher-perceived signs of disadvantage in kindergarten predict child reports of their relationship with teachers in fourth grade. Results suggest that visible minority childre…
School readiness
Promoting Academic and Social-Emotional School Readiness
Forty-four Head Start classrooms were randomly assigned to enriched intervention (Head Start REDI-Research-based, Developmentally Informed) or "usual practice" conditions. The intervention involved brief lessons, "hands-on" extension activities, and specific teaching strategies linked empirically with the promotion of: (a) social-emotional competencies and (b) language development and emergent literacy skills. Take-home materials were provided to…
The development of cognitive skills and gains in academic school readiness for children from low-income families
This study examined developmental associations between growth in domain-general cognitive processes (working memory and attention control) and growth in domain-specific skills (emergent literacy and numeracy) across the pre-kindergarten year, and their relative contributions to kindergarten reading and math achievement.One hundred sixty-four Head Start children (44% African American or Latino; 57% female) were followed longitudinally.Path analyse…
Poverty as a predictor of 4-year-olds' executive function
In a predominantly low-income, population-based longitudinal sample of 1,259 children followed from birth, results suggest that chronic exposure to poverty and the strains of financial hardship were each uniquely predictive of young childrenâ s performance on measures of executive functioning. Results suggest that temperament-based vulnerability serves as a statistical moderator of the link between poverty-related risk and childrenâ s executive f…
Multiple aspects of self-regulation uniquely predict mathematics but not letter–word knowledge in the early elementary grades
The relation of self-regulation measured prior to school entry to developing math and reading ability in prekindergarten through the second grade was examined in a prospective longitudinal sample of 1,292 children and families in predominantly rural and low-income communities in 2 regions of high poverty in the United States. Direct assessments of executive function, effortful control, and stress response physiology (indexed by resting levels of …
Two approaches to estimating the effect of parenting on the development of executive function in early childhood
In the current article, we contrast 2 analytical approaches to estimate the relation of parenting to executive function development in a sample of 1,292 children assessed longitudinally between the ages of 36 and 60 months of age. Children were administered a newly developed and validated battery of 6 executive function tasks tapping inhibitory control, working memory, and attention shifting. Residualized change analysis indicated that higher qua…
Individual development and evolution
In this article, we contrast evolutionary and psychobiological models of individual development to address the idea that individual development occurring in prototypically risky and unsupportive environments can be understood as adaptation. We question traditional evolutionary explanations of individual development, calling on the principle of probabilistic epigenesis to suggest that individual development resulting from the combined activity of …
Intergenerational preschool experiences and the young child
Household chaos and children’s cognitive and socio-emotional development in early childhood
Maternal and child contributions to cortisol response to emotional arousal in young children from low-income, rural communities
Relations of maternal and child characteristics to child cortisol reactivity to and recovery from emotional arousal were examined prospectively at approximately 7 months of age (infancy) and then again at approximately 15 months of age (toddlerhood). The sample was diverse and population based (N = 1,292 mother-infant dyads) and included families from predominantly low-income, rural communities. Maternal behavior, family income-to-need ratio and …
Emotional reactivity and regulation in infancy interact to predict executive functioning in early childhood
The relation of observed emotional reactivity and regulation in infancy to executive function in early childhood was examined in a prospective longitudinal sample of 1,292 children from predominantly low-income and rural communities. Children participated in a fear eliciting task at ages 7, 15, and 24 months and completed an executive function battery at age 48 months. Results indicated that the relation of child negative emotional reactivity at …
Developmental changes in anger expression and attention focus
Being able to wait is an essential part of self-regulation. In the present study, the authors examined the developmental course of changes in the latency to and duration of target-waiting behaviors by following 65 boys and 55 girls from rural and semirural economically strained homes from ages 18 months to 48 months. Age-related changes in latency to and duration of children's anger expressions and attention focus (e.g., self-initiated distractio…
Integrating the measurement of salivary α-amylase into studies of child health, development, and social relationships
To advance our understanding of how biological and behavioral processes interact to determine risk or resilience, theorists suggest that social developmental models will need to include multiple measurements of stress-related biological processes. Identified in the early 1990s as a surrogate marker of the sympathetic nervous system component of the stress response, salivary-amylase has not been employed to test biosocial models of stress vulnerab…
Father contributions to cortisol responses in infancy and toddlerhood
The current study is one of the first prospective examinations of longitudinal associations between observed father caregiving behaviors and child cortisol reactivity and regulation in response to emotional arousal. Observations of father and mother caregiving behaviors and child cortisol levels in response to challenges at 7 months and 24 months of child age were collected. Analyses were based on a subsample of children from the Family Life Proj…
School-entry skills predicting school-age academic and social–emotional trajectories
Bidirectional relations among executive function, teacher–child relationships, and early reading and math achievement
Effect of the tools of the mind kindergarten program on children’s social and emotional development
Does early executive function predict teacher–child relationships from kindergarten to second grade
Teacher-child relationships have been linked to children's classroom engagement and to academic achievement. However, researchers have paid minimal attention to individual child factors that predict the development of these relationships. In the current study, we examined executive function (EF) prior to school entry as a predictor of teacher-child relationships at kindergarten through second grade. We also examined externalizing behavior problem…
Child care and cortisol across early childhood
A considerable body of literature suggests that children's child-care experiences may impact adrenocortical functioning in early childhood. Yet emerging findings also suggest that the magnitude and sometimes the direction of child-care effects on development may be markedly different for children from higher risk contexts. Using data from a large population-based sample of families from predominantly low-income backgrounds in rural communities, w…
Depth, persistence, and timing of poverty and the development of school readiness skills in rural low-income regions
Proximity to sources of airborne lead is associated with reductions in Children's executive function in the first four years of life
Measurement models for studying child executive functioning
83.5 months) data from the Family Life Project (N = 920), we also investigate the implications of measurement model specification for the interpretation of study findings. Children in this sample varied in terms of sex (49% male), race (43% black) and socioeconomic status (76% low-income). Our findings show that the conclusions we draw from 2 substantive analyses differ depending on whether EF is modeled as a reflective latent variable versus a c…
Emotional reactivity and parenting sensitivity interact to predict cortisol output in toddlers
Cortisol output in response to emotion induction procedures was examined at child age 24 months in a prospective longitudinal sample of 1,292 children and families in predominantly low-income and nonurban communities in two regions of high poverty in the United States. Multilevel analysis indicated that observed emotional reactivity to a mask presentation but not a toy removal procedure interacted with sensitive parenting to predict cortisol leve…
I Don't Think You Like Me Very Much
Even when accounting for past performance, academic achievement can be influenced by teacher expectations, which are lower for disadvantaged and visible ethnic minority children. We use a Quebec (Canada) population-based sample ( N = 1,311) to examine whether ethnicity and teacher-perceived signs of disadvantage in kindergarten predict child reports of their relationship with teachers in fourth grade. Results suggest that visible minority childre…
Early childcare, executive functioning, and the moderating role of early stress physiology
Intervention studies indicate that children's childcare experiences can be leveraged to support the development of executive functioning (EF). The role of more normative childcare experiences is less clear. Increasingly, theory and empirical work suggest that individual differences in children's physiological stress systems may be associated with meaningful differences in the way they experience these early environments. Using data from a large p…
The Early Identification of Risk for Grade Retention Among African American Children at Risk for School Difficulty
This study examined risk factors that might assist in the early identification of children likely to experience school-related problems that lead to grade retention in a low-income sample of 220 African American children followed longitudinally. The hypothesis investigated was that risk associated with maternal smoking and alcohol use during pregnancy, small size for gestational age at birth, and preterm birth would be mediated through child cogn…
School readiness
Family dynamics and child outcomes in early intervention
Special Reviewers
Integrating the measurement of salivary α-amylase into studies of child health, development, and social relationships
To advance our understanding of how biological and behavioral processes interact to determine risk or resilience, theorists suggest that social developmental models will need to include multiple measurements of stress-related biological processes. Identified in the early 1990s as a surrogate marker of the sympathetic nervous system component of the stress response, salivary-amylase has not been employed to test biosocial models of stress vulnerab…
Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten
This study examined the role of self-regulation in emerging academic ability in one hundred and forty-one 3- to 5-year-old children from low-income homes. Measures of effortful control, false belief understanding, and the inhibitory control and attention-shifting aspects of executive function in preschool were related to measures of math and literacy ability in kindergarten. Results indicated that the various aspects of child self-regulation acco…
Neurobehavioral Consequences of Prenatal Exposure to Smoking at 6 to 8 Months of Age
Between 400,000 and 800,000 infants are born in the United States each year to women who smoked cigarettes during their pregnancy. Whereas the physical health consequences to infants of prenatal exposure to smoking are well established, the early neurobehavioral consequences are less well understood. This study investigated the neurobehavioral consequences of prenatal exposure to smoking using an epidemiologically derived sample of 454 infants wh…
Intergenerational preschool experiences and the young child
Maternal and child contributions to cortisol response to emotional arousal in young children from low-income, rural communities
Relations of maternal and child characteristics to child cortisol reactivity to and recovery from emotional arousal were examined prospectively at approximately 7 months of age (infancy) and then again at approximately 15 months of age (toddlerhood). The sample was diverse and population based (N = 1,292 mother-infant dyads) and included families from predominantly low-income, rural communities. Maternal behavior, family income-to-need ratio and …
Promoting Academic and Social-Emotional School Readiness
Forty-four Head Start classrooms were randomly assigned to enriched intervention (Head Start REDI-Research-based, Developmentally Informed) or "usual practice" conditions. The intervention involved brief lessons, "hands-on" extension activities, and specific teaching strategies linked empirically with the promotion of: (a) social-emotional competencies and (b) language development and emergent literacy skills. Take-home materials were provided to…
Stress and the Development of Self-Regulation in Context
This article considers the effects of psychosocial stress on child development and describes mechanisms through which early stress in the context of poverty affects the functioning of neural networks that underlie executive functions and self-regulation. It examines the effects of early experience on glucocorticoid and catecholamine levels that influence neural activity in areas of the brain associated with executive functions, primarily as studi…
The development of cognitive skills and gains in academic school readiness for children from low-income families
This study examined developmental associations between growth in domain-general cognitive processes (working memory and attention control) and growth in domain-specific skills (emergent literacy and numeracy) across the pre-kindergarten year, and their relative contributions to kindergarten reading and math achievement.One hundred sixty-four Head Start children (44% African American or Latino; 57% female) were followed longitudinally.Path analyse…
Demographic and familial predictors of early executive function development
Salivary Cortisol Mediates Effects of Poverty and Parenting on Executive Functions in Early Childhood
In a predominantly low-income population-based longitudinal sample of 1,292 children followed from birth, higher level of salivary cortisol assessed at ages 7, 15, and 24 months was uniquely associated with lower executive function ability and to a lesser extent IQ at age 3 years. Measures of positive and negative aspects of parenting and household risk were also uniquely related to both executive functions and IQ. The effect of positive parentin…
Father contributions to cortisol responses in infancy and toddlerhood
The current study is one of the first prospective examinations of longitudinal associations between observed father caregiving behaviors and child cortisol reactivity and regulation in response to emotional arousal. Observations of father and mother caregiving behaviors and child cortisol levels in response to challenges at 7 months and 24 months of child age were collected. Analyses were based on a subsample of children from the Family Life Proj…
Developmental changes in anger expression and attention focus
Being able to wait is an essential part of self-regulation. In the present study, the authors examined the developmental course of changes in the latency to and duration of target-waiting behaviors by following 65 boys and 55 girls from rural and semirural economically strained homes from ages 18 months to 48 months. Age-related changes in latency to and duration of children's anger expressions and attention focus (e.g., self-initiated distractio…
Executive function in early childhood
This study tested the longitudinal measurement invariance and developmental changes of a newly developed battery of executive function (EF) tasks for use in early childhood. The battery was administered in the Family Life Project-a prospective longitudinal study (N = 1,292) of families who were oversampled from low-income and African American families at the birth of a new child-at assessments conducted when the child was 3, 4, and 5 years old. A…
The Promotion of Self-Regulation as a Means of Enhancing School Readiness and Early Achievement in Children at Risk for School Failure
This article reviews the literature on self-regulation and the development of school readiness and academic competence in early childhood. It focuses on relations between the development of cognitive aspects of regulation—referred to as executive functions and defined as abilities used to regulate information and to organize thinking in goal-directed activities—and the development of reactivity and regulation in stimulus-driven emotion, attention…
Intelligence
Child development in the context of adversity
Individual development and evolution
In this article, we contrast evolutionary and psychobiological models of individual development to address the idea that individual development occurring in prototypically risky and unsupportive environments can be understood as adaptation. We question traditional evolutionary explanations of individual development, calling on the principle of probabilistic epigenesis to suggest that individual development resulting from the combined activity of …
Emotional reactivity and regulation in infancy interact to predict executive functioning in early childhood
The relation of observed emotional reactivity and regulation in infancy to executive function in early childhood was examined in a prospective longitudinal sample of 1,292 children from predominantly low-income and rural communities. Children participated in a fear eliciting task at ages 7, 15, and 24 months and completed an executive function battery at age 48 months. Results indicated that the relation of child negative emotional reactivity at …
Poverty as a predictor of 4-year-olds' executive function
In a predominantly low-income, population-based longitudinal sample of 1,259 children followed from birth, results suggest that chronic exposure to poverty and the strains of financial hardship were each uniquely predictive of young childrenâ s performance on measures of executive functioning. Results suggest that temperament-based vulnerability serves as a statistical moderator of the link between poverty-related risk and childrenâ s executive f…
Closing the Achievement Gap through Modification of Neurocognitive and Neuroendocrine Function
Effective early education is essential for academic achievement and positive life outcomes, particularly for children in poverty. Advances in neuroscience suggest that a focus on self-regulation in education can enhance children's engagement in learning and establish beneficial academic trajectories in the early elementary grades. Here, we experimentally evaluate an innovative approach to the education of children in kindergarten that embeds supp…
Child care and cortisol across early childhood
A considerable body of literature suggests that children's child-care experiences may impact adrenocortical functioning in early childhood. Yet emerging findings also suggest that the magnitude and sometimes the direction of child-care effects on development may be markedly different for children from higher risk contexts. Using data from a large population-based sample of families from predominantly low-income backgrounds in rural communities, w…
Psychology (47 obras) · Developmental psychology (43 obras) · Early Childhood Education and Development (35 obras) · Child and Adolescent Psychosocial and Emotional Development (31 obras) · Cognition (24 obras) · Child development (17 obras) · Medicine (16 obras) · Social Psychology (15 obras) · Demography (14 obras) · Psychiatry (13 obras)