Catherine Tamis-LeMonda

Last updated
Catherine Tamis-LeMonda
NationalityAmerican
Alma materNew York University
Occupation(s)Professor of Applied Psychology, New York University

Catherine Tamis-LeMonda is a developmental psychologist and professor of applied psychology at New York University (NYU). She is an expert on parenting practices and the influence of parent-child social interaction on language, cognitive, and social development. She has co-edited numerous volumes on parenting and early child development including the Handbook of Father Involvement: Multidisciplinary Perspectives [1] (with Natasha J. Cabrera) and Child Psychology: A Handbook of Contemporary Issues [2] (with Lawrence Balter) and Gender Roles in Immigrant Families [3] (with Susan Chuang).

Contents

Tamis-LeMonda is a Fellow of the Association for Psychological Science. She has served as an expert consultant on infant and child development for The New York Times , [4] Discovery Channel, American Baby magazine, Scientific American , and The Wall Street Journal . She serves as an associate editor of the Journal of Experimental Psychology: General and Infancy. [5] [6]

Biography

Tamis-LeMonda graduated magna cum laude with her Bachelor of Arts degree in psychology from New York University (NYU) in 1983. She went on to complete her PhD in experimental psychology with a concentration in developmental psychology at NYU in 1987, working under the supervision of Marc Bornstein. She joined the faculty of the Department of Applied Psychology at NYU Steinhardt in 1991 and was promoted to full professor in 2002.

Tamis-LeMonda has received multiple grants for her research on parenting, child development, and school success from the National Institute of Child Health and Human Development, National Institute of Mental Health, the Ford Foundation, the Robin Hood Foundation, and the National Science Foundation. [7] [8] She serves as an appointed member of the Committee on Fostering School Success for English Learners: Toward New Directions in Policy, Practice, and Research of the National Academies of Sciences, Engineering, and Medicine. [9] [10]

Research

Tamis-LeMonda's research program examines the impact of parental involvement on children's language and cognitive skills. Her early work emphasized sensitive and responsive parenting (i.e., maternal sensitivity), defined as the ability to perceive and infer infants' communicative intentions and respond to them appropriately, as a crucial factor promoting children's language development. [11] [12] In later studies, Tamis-LeMonda and colleagues examined the involvement of fathers as well as mothers in their children's development. An especially influential paper titled Fatherhood in the Twenty-First Century [13] discussed the impact of various factors that influence children's upbringing, such as women's contributions to the labor force, the role of fathers in families where both parents reside at home, the detachment and distance of fathers who do not reside with their children, and cultural diversity in parenting practices. [13]

Tamis-LeMonda has been involved in many large-scale longitudinal studies of children growing up in low-income families, including the Early Head Start Research and Evaluation Project. [14] [15] [16] One of Tamis-LeMonda's more recent studies examined longitudinal relationships between the early learning environments of toddlers assessed at 14 months, 2 and 3 years and their academic skills at 5th grade. The study found mothers' engagement with their toddlers in book reading and conversation and the provision of developmentally appropriate learning materials to be strong predictors of children's subsequent cognitive development and school success. This study also documented adverse effects of stress associated with single parenting, teenage parenting, and financial hardship on children's academic success. [17] [18]

Representative publications

Related Research Articles

<span class="mw-page-title-main">Peer group</span> Primary group of people with similar interests, age, background, or social status

In sociology, a peer group is both a social group and a primary group of people who have similar interests (homophily), age, background, or social status. The members of this group are likely to influence the person's beliefs and behaviour.

<span class="mw-page-title-main">Parental investment</span> Parental expenditure (e.g. time, energy, resources) that benefits offspring

Parental investment, in evolutionary biology and evolutionary psychology, is any parental expenditure that benefits offspring. Parental investment may be performed by both males and females, females alone or males alone. Care can be provided at any stage of the offspring's life, from pre-natal to post-natal.

Maturation is a guiding notion in educational theory that argues children will develop their cognitive skills innately, with little influence from their environment. Environmentalism, closely related to behaviorism, is the opposite view, that children acquire cognitive skills and behaviors from their surroundings and environment.

<span class="mw-page-title-main">Parenting styles</span> Psychological construct

A parenting style is a pattern of behaviors, attitudes, and approaches that a parent uses when interacting with and raising their child. The study of parenting styles is based on the idea that parents differ in their patterns of parenting and that these patterns can have a significant impact on their children's development and well-being. Parenting styles are distinct from specific parenting practices, since they represent broader patterns of practices and attitudes that create an emotional climate for the child. Parenting styles also encompass the ways in which parents respond to and make demands on their children.

In developmental psychology, Scale error is a serious attempt made by a young child to perform a task that is behaviorally inappropriate for the object because of a mistaken difference in the perceived and actual size of the objects involved. The child does not consider the size of their body in relation to the object and may attempt to fit into miniature objects or toys. An example of this would be a child attempting to slide down a toy slide or attempting to enter and drive a miniature toy car.

Domain-specific learning theories of development hold that we have many independent, specialised knowledge structures (domains), rather than one cohesive knowledge structure. Thus, training in one domain may not impact another independent domain. Domain-general views instead suggest that children possess a "general developmental function" where skills are interrelated through a single cognitive system. Therefore, whereas domain-general theories would propose that acquisition of language and mathematical skill are developed by the same broad set of cognitive skills, domain-specific theories would propose that they are genetically, neurologically and computationally independent.

Emotional self-regulation or emotion regulation is the ability to respond to the ongoing demands of experience with the range of emotions in a manner that is socially tolerable and sufficiently flexible to permit spontaneous reactions as well as the ability to delay spontaneous reactions as needed. It can also be defined as extrinsic and intrinsic processes responsible for monitoring, evaluating, and modifying emotional reactions. Emotional self-regulation belongs to the broader set of emotion regulation processes, which includes both the regulation of one's own feelings and the regulation of other people's feelings.

<span class="mw-page-title-main">Tricia Striano</span> American psychologist

Tricia Striano Skoler is the Head of the Independent Research Group on Cultural Ontogeny at the Max Planck Institute for Evolutionary Anthropology in Leipzig, Germany.

Child displacement is the complete removal or separation of children from their parents and immediate family or settings in which they have initially been reared. Displaced children includes varying categories of children who experience separation from their families and social settings due to several varied reasons. These populations include children separated from their parents, refugees, children sent to boarding schools, internally displaced persons or IDPs, and asylum seekers. Thus child displacement refers to a broad range of factors due to which children are removed from their parents and social setting. This include persecution, war, armed conflict and disruption and separation for varied reasons.

Role-taking theory is the social-psychological concept that one of the most important factors in facilitating social cognition in children is the growing ability to understand others’ feelings and perspectives, an ability that emerges as a result of general cognitive growth. Part of this process requires that children come to realize that others’ views may differ from their own. Role-taking ability involves understanding the cognitive and affective aspects of another person's point of view, and differs from perceptual perspective taking, which is the ability to recognize another person's visual point of view of the environment. Furthermore, albeit some mixed evidence on the issue, role taking and perceptual perspective taking seem to be functionally and developmentally independent of each other.

Children's use of information is an issue in ethics and child development. Information is learned from many different sources and source monitoring is important in understanding how people use information and decide which information is credible.

Father absence occurs when parents separate and the father no longer lives with his children and provides no parental investment. Parental separation has been proven to affect a child's development and behavior. Early parental divorce has been associated with greater internalizing and externalizing behaviors in the child, while divorce later in childhood or adolescence may dampen academic performance.

Ruth K. Chao is an American psychologist. Her research interests center around the parenting styles and socialization of East Asian immigrant families, especially Chinese families, in the United States and Canada. She is an associate professor in the Psychology Department and the principal investigator for the Multicultural Families and Adolescents Study (MFAS) research project at the University of California, Riverside. She is a board member of the Global Parenting Education Group, a nonprofit organization that focuses on parent education in China and other countries.

Velma McBride Murry is an American psychologist and sociologist, currently the Lois Autrey Betts Chair in Education and Human Development and Joe B. Wyatt Distinguished University Professor at Vanderbilt University. Her research has largely focused on resilience and protective factors for African-American families, and she has several publications in this area. In addition to her empirical research, she has contributed to several published books and used her experience to create two family-based preventative intervention programs.

Stephanie M. Carlson is an American developmental psychologist whose research has contributed to scientific understanding of the development of children's executive function skills, including psychometrics and the key roles of imagination and distancing. Carlson is Distinguished McKnight University Professor at the University of Minnesota, and co-founder of Reflection Sciences, Inc.

<span class="mw-page-title-main">Erika Hoff</span> Developmental psychologist (born 1951)

Erika Hoff is a developmental psychologist and an expert on language development and bilingualism. She is a professor of psychology at Florida Atlantic University, where she directs the Language Development Laboratory.

Cynthia García Coll is an American developmental psychologist, and the former editor-in-chief of Child Development. She is currently an adjunct professor in the Pediatrics Department at the University of Puerto Rico, Medical Sciences Campus. She has authored more than a hundred publications, including several books. In 2020, she received the Urie Bronfenbrenner Award for Lifetime Contribution to Developmental Psychology in the Service of Science and Society.

Natasha J. Cabrera is a Canadian developmental psychologist known for her research on children's cognitive and social development, focusing primarily on fathers' involvement and influence on child development, ethnic and cultural variations in parenting behaviors, and factors associated with developmental risk. She holds the position of Professor in the Department of Human Development and Quantitative Methods at the University of Maryland, College of Education, where she is Director of the Family Involvement Laboratory and affiliated with the Maryland Population Research Center. Cabrera also holds the position of Secretary on the Governing Council of the Society for the Research on Child Development and has served as Associate Editor of Early Childhood Research Quarterly and Child Development. Her research has been featured in The Wall Street Journal, Education Week, Time, and The Atlantic.

Grazyna Kochanska is a Polish-American developmental psychologist known for her research on parent-child relationships, developmental psychopathology, child temperament and its role in social development. She is the Stuit Professor of Developmental Psychology at the University of Iowa.

Cassandra Cybele Raver is an American developmental psychologist currently serving as Provost and Vice Chancellor for Academic Affairs at Vanderbilt University. She previously served as Deputy Provost at New York University and Professor of Applied Psychology in the Steinhardt School of Culture, Education, and Human Development at NYU.

References

  1. ↑ Handbook of father involvement : multidisciplinary perspectives. Cabrera, Natasha J.,, Tamis-LeMonda, Catherine S. (Catherine Susan), 1958- (2nd ed.). London: Routledge. 2013. ISBN   978-1138849839. OCLC   795848460.{{cite book}}: CS1 maint: others (link)
  2. ↑ Balter, Lawrence; Tamis-Lemonda, Catherine Susan (2016). Child psychology : a handbook of contemporary issues. Balter, Lawrence,, Tamis-LeMonda, Catherine S. (Catherine Susan), 1958- (Third ed.). New York, NY. ISBN   978-1848724839. OCLC   921926668.{{cite book}}: CS1 maint: location missing publisher (link)
  3. ↑ Chuang, Susan S.; Tamis-Lemonda, Catherine S. (2013-04-19). Gender roles in immigrant families. Chuang, Susan S., 1969-, Tamis-LeMonda, Catherine S. (Catherine Susan), 1958-. New York, NY. ISBN   978-1461467342. OCLC   841369350.{{cite book}}: CS1 maint: location missing publisher (link)
  4. ↑ Klass, Perri; M.D (2018). "Taking Playtime Seriously". The New York Times. ISSN   0362-4331 . Retrieved 2018-02-18.
  5. ↑ "Journal of Experimental Psychology: General". American Psychological Association.
  6. ↑ "Infancy - Editorial Board - Wiley Online Library". Wiley Online Library. doi:10.1111/(ISSN)1532-7078.
  7. ↑ "Catherine Tamis-LeMonda - Faculty Bio". steinhardt.nyu.edu. Retrieved 2017-10-12.
  8. ↑ "Pathways to Academic Success | NSF - National Science Foundation". www.nsf.gov. Retrieved 2017-11-14.
  9. ↑ "Fostering School Success for English Learners: Toward New Directions in Policy, Practice, and Research : Health and Medicine Division". www.nationalacademies.org. Retrieved 2017-11-28.
  10. ↑ "Committee: Fostering School Success for English Learners: Toward New Directions in Policy, Practice, and Research". www8.nationalacademies.org. Archived from the original on 2017-12-01. Retrieved 2017-11-28.
  11. ↑ Baumwell, Lisa; Tamis-LeMonda, Catherine S.; Bornstein, Marc H. (1997). "Maternal verbal sensitivity and child language comprehension". Infant Behavior and Development. 20 (2): 247–258. doi: 10.1016/s0163-6383(97)90026-6 .
  12. ↑ Tamis-LeMonda, Catherine S.; Bornstein, Marc H.; Baumwell, Lisa; Melstein Damast, Amy (1996-12-01). "Responsive Parenting in the Second Year: Specific Influences on Children's Language and Play". Early Development and Parenting. 5 (4): 173–183. doi:10.1002/(sici)1099-0917(199612)5:4<173::aid-edp131>3.0.co;2-v. ISSN   1099-0917.[ permanent dead link ]
  13. 1 2 Cabrera, Natasha; Tamis-LeMonda, Catherine S.; Bradley, Robert H.; Hofferth, Sandra; Lamb, Michael E. (2000-01-01). "Fatherhood in the Twenty-First Century". Child Development. 71 (1): 127–136. CiteSeerX   10.1.1.651.8859 . doi:10.1111/1467-8624.00126. ISSN   1467-8624. PMID   10836566. S2CID   16879770.
  14. ↑ Rodriguez, Eileen T.; Tamis-LeMonda, Catherine S. (2011-07-01). "Trajectories of the Home Learning Environment Across the First 5 Years: Associations With Children's Vocabulary and Literacy Skills at Prekindergarten". Child Development. 82 (4): 1058–1075. doi:10.1111/j.1467-8624.2011.01614.x. ISSN   1467-8624. PMID   21679179. S2CID   25570.
  15. ↑ Cabrera, Natasha J.; Ryan, Rebecca M.; Mitchell, Stephanie J.; Shannon, Jacqueline D.; Tamis-LeMonda, Catherine S. (2008). "Low-income, nonresident father involvement with their toddlers: Variation by fathers' race and ethnicity". Journal of Family Psychology. 22 (4): 643–647. doi:10.1037/0893-3200.22.3.643. PMC   2819146 . PMID   18729678.
  16. ↑ Raikes, Helen; Alexander Pan, Barbara; Luze, Gayle; Tamis-LeMonda, Catherine S.; Brooks-Gunn, Jeanne; Constantine, Jill; Banks Tarullo, Louisa; Abigail Raikes, H.; Rodriguez, Eileen T. (2006-07-01). "Mother–Child Bookreading in Low-Income Families: Correlates and Outcomes During the First Three Years of Life". Child Development. 77 (4): 924–953. CiteSeerX   10.1.1.576.5246 . doi:10.1111/j.1467-8624.2006.00911.x. ISSN   1467-8624. PMID   16942498.
  17. ↑ Tamis-LeMonda, Catherine S.; Luo, Rufan; McFadden, Karen E.; Bandel, Eileen T.; Vallotton, Claire (2017-08-04). "Early home learning environment predicts children's 5th grade academic skills". Applied Developmental Science. 23 (2): 153–169. doi:10.1080/10888691.2017.1345634. ISSN   1088-8691. S2CID   149435917.
  18. ↑ Hinton, Marva. "Positive Early Home Environment Predicts Later Academic Success, Study Finds". Education Week - Early Years. Retrieved 2017-11-14.
This page is based on this Wikipedia article
Text is available under the CC BY-SA 4.0 license; additional terms may apply.
Images, videos and audio are available under their respective licenses.