Ayushi
Ambekar
Sponsor: Daniel Choe, Ph.D. Human Ecology Self-regulation is one's ability to control their reactions and behaviors. Children's self-regulating skills are influenced by parent-child interactions, which are informed by parents' cultural values. For example, a study showed adolescents' Mexican- cultural values were positively correlated to their self-regulation. However, there is limited research evaluating relationships between parents' cultural values and self-regulation in Mexican- origin preschoolers. This cross-sectional study examines whether children's performance on lab tasks assessing self-regulation is related to their parents' self-reported values on the 50-item Mexican American Cultural Values (MACV) scale. The MACV scale gives overall scores of Mexican or American values and provides specific subscale reports within those values. Three-year-old Mexican-origin children (N = 37, Mage = 36.80 months, SDage = 1.15, 64.9% male) were administered self-regulatory tasks in their preferred language (71.4% English). Preliminary results suggest that children's self-regulation is unrelated to their parents' Mexican-cultural values but is negatively correlated with the specific Mexican value of respeto (respect for elders), r = -.44, p = .018. Additionally, children's self-regulation is negatively correlated with parents' American-cultural values, r = -.36, p = .05, and the specific American value of independence and self-reliance, r = -.57, p = .001. Importance of Representational Thought for Social Cognition: a Novel Measure of Updating
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Authors:
Ayushi Ambekar
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Children undergo rapid developments in their social understanding (also known as a "theory of mind") across the preschool years, and these advancements are characterized by an understanding that mental states (e.g., thoughts, desires) are abstract representations that differ across people, and that guide behavior. Thus, an important milestone in social cognitive development across the preschool years is an understanding that mental states are representational. However, few studies have empirically examined how a capacity for representational thought, including changing or altering representations based on new information, relates to social understanding. To examine this question, we modified a measure of representational updating originally administered to adults from Mack et al. (2016). Participants (4- to 8-years-old, N = 83) completed three classification tasks by learning the corresponding sorting rules and adjusting them based on contextual information (e.g. background screen color). Additionally, children completed a battery of social cognitive tasks including measures of desire, belief, knowledge, and visual perspective understanding. We will also examine whether updating task performance correlates with children's social understanding to reveal the extent to which this under-studied domain-general skill importantly contributes to children's theory of mind development. UC Davis 34 th Annual Undergraduate Research, Scholarship and Creative Activities Conference 37 How Chronic Pelvic Pain Is Deteriorating Quality Of Life in BIPOC Wombs Erika Amort
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UC Davis / Psychology / 2023
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Ayushi Ambekar