Children and their parents are wired to connect as it provides the foundation for developing children to adapt to an increasingly complex environment. Although extensive studies demonstrate the importance of parent-child dyadic similarity at the behavioral, psychological, and physiological levels in fostering children's learning and psychological wellbeing, little is known about parent-child similarity at the neural level until recently. Drawing on our own work and the work by other scholars, this review summarizes recent advances in empirical research on parent-child neural similarity. Specifically, this review elaborates the theoretical importance of studying parent-child neural similarity and showcases how parent-child neural similarity is assessed using different neuroimaging approaches. We further synthesize empirical evidence about the contextual and individual factors that may contribute to variability in parent-child neural similarity, summarize how such neural similarity is related to different aspects of child adjustment, and highlight important directions for future research. Taken together, we hope that this integrative review can demonstrate cutting-edge research that explores neural similarity in parent-child dyads, and provide researchers with a clear roadmap to examine parent-child neural similarity in order to gain a better understanding of parental socialization process and brain development.
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Family Cohesion Moderates the Relation between Parent–Child Neural Connectivity Pattern Similarity and Youth's Emotional Adjustment
Despite a recent surge in research examining parent–child neural similarity using fMRI, there remains a need for further investigation into how such similarity may play a role in children's emotional adjustment. Moreover, no prior studies explored the potential contextual factors that may moderate the link between parent–child neural similarity and children's developmental outcomes. In this study, 32 parent–youth dyads (parents:
- Award ID(s):
- 1944644
- NSF-PAR ID:
- 10428737
- Publisher / Repository:
- DOI PREFIX: 10.1523
- Date Published:
- Journal Name:
- The Journal of Neuroscience
- Volume:
- 43
- Issue:
- 33
- ISSN:
- 0270-6474
- Page Range / eLocation ID:
- p. 5936-5943
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Abstract Objective This mixed‐methods study examined whether higher‐socioeconomic status (SES) children's digital technology use adhered to contemporaneous pediatric guidelines, how it compared to lower‐SES children, and why, as analyses showed, higher‐SES children's technology use far exceeded pediatric recommendations.
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Method Quantitative analyses provide new nationally representative estimates of the relationship between social class and 9‐ to 13‐year‐old children's technology time (including television), device access, and parenting rules (2014 PSID Child Development Supplement,
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