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Empathy and executive functions (EFs) are multimodal constructs that enable individuals to cope with their environment. Both abilities develop throughout childhood and are known to contribute to social behavior and academic performance in young adolescents. Notably, mentalizing and EF activate shared frontotemporal brain areas, which in previous studies of adults led researchers to suggest that at least some aspects of empathy depend on intact EF mechanisms. Despite the substantial development that empathy and EF undergo during adolescence, no study to date has systematically examined the associations between components of empathy and EF in this age group. Here, we explore these associations using data from an online battery of tasks, collected as part of a longitudinal twin study (N = 593; M[subscript age] 11.09 ± 0.2; 53.46% female, Israeli adolescents from Jewish decent). Using a confirmatory factor analysis, we quantified the associations between the main components of empathy (mentalizing and interpersonal concern) and of EF (working memory [WM], inhibition and shifting [IaS]). We found that WM was related to both mentalizing and interpersonal concern, whereas IaS were related to mentalizing but not to interpersonal concern. We also discuss the genetic and environmental contributions to individual differences in each factor. Our findings show both similarities and differences from previous findings in adults, suggesting that the ongoing brain maturation processes and environmental age-dependent experiences in adolescence may affect the developing relation between cognitive and emotional development. These results have implications for better understanding and treating clinical populations demonstrating executive or emotional deficits, specifically during adolescence.

Despite the importance of self-control for well-being and adjustment, its development from early childhood to early adolescence has been relatively understudied. We addressed the development of mother-reported self-control in what is likely the largest and longest longitudinal twin study of the topic to this day (N = 1889 individual children with data from at least one of five waves: ages 3, 5, 6.5, 8-9 and 11 years). We examined rank-order change in self-control from early childhood to early adolescence, genetic and environmental contributions to variance in the trait and differential developmental trajectories. The relative contribution of genetic and environmental factors to change and stability was also examined. Results point at middle childhood as a period of potential transition and change. During this period the rank-order stability of self-control increases, heritability rates substantially rise, and a cross-over occurs in two of the self-control trajectories. Nonadditive genetic effects contribute to both stability and change in self-control while the nonshared environment contributes mostly to change, with no effect for the shared environment. Our findings suggest that new genetic factors, that emerge around age 6.5 and whose effect on self-control is carried on along development, may partially account for changes in self-control around late middle childhood, and explain the growing stability in the trait approaching early adolescence. We discuss the implications of the special role of middle childhood for self-control development.

Objective: This study investigated the role of nontypical development in the relative dominance in twins' relationships throughout childhood. Background: Dominance dynamics, affecting siblings' well‐being, are different in twins than in singletons for whom age and development often dictate sibling hierarchy. These dynamics in twins, who share similar ages and developmental contexts, remain underexplored and demand further understanding. Method: A longitudinal study surveyed 1,547 mothers and 536 fathers of 322 monozygotic (sharing nearly 100% genes) and 1,199 dizygotic (sharing 50% genetic variance) twin pairs, aged 3 to 8–9. Both parents reported on the twins' relationships. Mothers reported whether either twin had a developmental condition. Results: No dominance difference was found in similar developmental conditions dyads, whether both twins had typical or nontypical development. However, in dyads where twins differed in the developmental condition, nontypically developing twins were less dominant than their typically developing cotwins. This dominance imbalance persisted throughout childhood, even if initial developmental issues were resolved. Conclusion: From parents' perspectives, nontypical development does not, in itself, prevent children from demonstrating dominance behaviors in twinship, but it is more likely that the asymmetry in developmental conditions is associated with the relationship between the twins. Implications and Recommendations: According to parents' perceptions, twins with nontypical development might experience imbalances in their relationship throughout childhood when their co‐twin is a typically developing child. However, demonstrating dominance might be possible for them in other contexts. Understanding these dominance dynamics is vital for caregivers, informing tailored parenting strategies and interventions to support the well‐being of children. [ABSTRACT FROM AUTHOR]

This study examines the hypothesis that temperamental (dis)similarity is associated with twin relationship quality. In a longitudinal study that followed 322 monozygotic twins (who share close to 100% of their genes) and 1199 dizygotic twins (who on average, share 50% of their segregating genes) throughout childhood, mothers (N = 1547) and fathers (N = 536) reported on their twins' relationships on at least one of four measurement points when the twins were between 3 and 8–9 years of age. Mothers also reported on the twins' temperament. Negative associations were found between reports by both parents on the twins' closeness and their temperament difference throughout childhood, while positive associations were found between twins' conflict and their temperament difference in late childhood. Latent growth modeling indicated that the association between temperament differences and the twins' mother-reported closeness was evident beyond the effect of zygosity. A different pattern was found for twin conflict: the more the twins differed in their temperament (specifically negative emotionality) with age, the more the conflict between them increased. Our findings support the hypothesis that personality similarities can contribute to positive relationships from early childhood, and vice versa, beyond the effect of genetic similarity. [ABSTRACT FROM AUTHOR]

Values, abstract motivational goals—guides for the right and wrong, the desirable and undesirable—relate to many important attitudes and behaviors. Although meaningful understanding of values exists already at age 5, most developmental value research has focused on adolescence. Not enough is known about what happens to children's values during middle childhood, the period between these two life stages. We propose five criteria for value maturation, reflecting key cognitive and social advances in this period: (a) that children's value coherence increasingly reflects the motivational associations among values and that, with age, values become increasingly (b) abstract (c) consistent, (d) stable, and (e) related to behavior. Values undergo profound developmental changes during middle childhood indicating that, the importance of adolescence notwithstanding, middle childhood is crucial for value maturation. [ABSTRACT FROM AUTHOR]

Objective: How do genetic and environmental processes affect empathy during early adolescence? This study illuminated this question by examining the aetiology of empathy with the aetiology of other personality characteristics. Method: Israeli twin adolescents rated their empathy and personality at ages 11 (N = 1176) and 13 (N = 821) (733 families, 51.4% females). Parents rated adolescents' emotional empathy. Adolescents performed an emotion recognition task, indicating cognitive empathy. Results: Using a cross‐validated statistical learning algorithm, this study found emotional and cognitive "empathic personality profiles," which describe and predict self‐reported empathy from nuanced Big‐Five personality characteristics, or "nuances" (i.e., individual items). These profiles predicted empathy moderately (R2 = 0.17–0.24) and were stable and robust, within each age and between ages. They also predicted empathy in a new sample of older nontwin adolescents (N = 96) and were validated against non‐self‐report empathy measures. Both emotional and cognitive empathy were predicted by nuances representing positive attitudes toward others, trust, forgiveness, and openness to experiences. Emotional empathy was also predicted by nuances representing anxiousness and negative reactivity. Twin analyses revealed overlapping genetic and environmental influences on empathy and the empathic personality profiles and overlapping environmental influences on empathy–personality change. Conclusions: This study demonstrates how addressing the complexity of individuals' personalities can inform adolescents' empathy development. [ABSTRACT FROM AUTHOR]

Objective: This study tested the effect of personal values (motivation) and sustained attention (cognitive ability) on children's helping behavior. Method: Children (N = 162, age range 8–9 years, mean = 8.81, SD = 0.43) completed value ranking and go/no‐go tasks, and their helping behavior was examined. Results: Children who valued self‐transcendence over self‐enhancement helped more than others. Surprisingly, children's lack of sustained attention was associated with more helping among those who valued self‐transcendence over self‐enhancement or openness‐to‐change over conservation values. Valuing both self‐transcendence and openness‐to‐change was also associated with more helping. Conclusions: Children are more likely to help others if they value self‐transcendence and openness to change. Notably, children's tendency to act upon these values may be facilitated (rather than obstructed by) low attention skills. [ABSTRACT FROM AUTHOR]

Our aim was to adapt and validate a Brazilian Portuguese version of the Twin Relationship Questionnaire developed by Fortuna et al. (2010) and validated by H. Segal and KnafoNoam (2019) in Israel. The respondents were 862 Brazilian mothers of twins (N = 1724 twins) with mean age of 35 years (SD = 6.1). The majority of the sample lived in the Southeast (61.8%) or in the South (24.5%) of Brazil. We conducted a Multilevel Confirmatory Factor Analysis with the pair of twins as second level variable, and the fivefactor structure (closeness, dependence, conflict, dominance, and rivalry) proposed by the original validation study of H. Segal and Knafo-Noam (2019) was confirmed. The final model retained 15 items out of 22 proposed in the original version of the questionnaire. Although the TRQ-BR has fewer items, the accuracy compared to the original questionnaire was maintained. Mixed Model Analysis (LMM) of TRQ scores were used to investigate twins’ relationships as a function of zygosity, age groups, and sex in order to provide evidence of convergent validity of the instrument. As expected, mothers perceived monozygotic twins (MZ) as more depedent than dizygotic twins (DZ). Furthermore, male twin pairs were considered more conflictive when compared to female twins. The present study showed that TRQ-BR is an adequate instrument for research purposes in the Brazilian population. It can also be useful for applied areas such as clinical and educational fields. [ABSTRACT FROM AUTHOR]

Self-direction values (e.g., independence, curiosity) are among the most important values to people worldwide. However, it is not clear what encourages their development. We propose that self-esteem may be associated with the development of self-direction values because feelings of self-worth provide the confidence needed for independent pursuit. As both independence and self-esteem develop during adolescence, we examined longitudinal associations between self-direction values and self-esteem in adolescents. Study 1 (NT1 = 527, 55.6% girls, M age = 16.24, SD =.71, NT2 = 198) included two annual waves of data collection. Study 2 (Noverall = 486, 55.6% girls, initial M age = 13.76, SD =.51, NT1 = 418, NT2 = 420, NT3 = 426, NT4 = 387) included four annual waves. In the studies, a cross-lagged panel model and a random-intercept cross-lagged panel model showed that adolescents who feel worthy are more likely to experience an increase in the importance of values of independent thoughts and actions relative to other values. Partial support was found for the opposite direction of association. The results were replicated across longitudinal studies of varying duration and across measures. We discuss the results in light of theories of self-esteem, values, and specifically the development of self-direction values. [ABSTRACT FROM AUTHOR]

Why do people not perceive their close others accurately, although they have ample information about them? We propose that one reason for such errors may be bias based on personal values. Personal values may serve as schemas defining what people see as positive, and thus affect perceptions of others' behavior, values, and traits. We propose that, in close relationships, people see others as sharing their own values. Six studies (N = 2,225; four preregistered analyses and one preregistered study) tested this bias. Perceivers reported their personal values and the perceived values, behaviors, or traits of a close other (target), while the target also reported on the same values, behaviors, or traits. Personal values significantly and positively related to perception of close others' values and behaviors, while controlling for the real targets' value/behavior. Results were replicated for spouses, romantic partners, children, parents, and friends. Some evidence also supports the idea that the bias is stronger for relationships of better quality. Implications for relationship quality are discussed, as well as implications for the adaptive properties of this bias. [ABSTRACT FROM AUTHOR]

Investigating the structure and etiology of temperament is key to understanding how children interact with the world (Kagan, 1994). Although these topics have yielded an abundance of research, fewer studies have employed observational data during middle childhood, when unique environmental challenges could influence temperament development. To address this gap, Israeli twin children were observed at Age 6.5 (N = 1,083, 564 families; 50.6% females) and again at Age 8–9 (N = 768, 388 families; 52.0% females; 611 children from 322 families had data from both ages). Temperament was assessed globally by trained coders and, at Age 8–9, also by the experimenter who interacted with the child. We examined whether Rothbart et al.'s (2000) three-factor model, according to which temperament includes the domains negative affect, positive affect/surgency, and effortful control, emerges from the data. In addition, we considered a bifactor model, where a fourth global factor accounts for all behaviors' commonality. Across the two ages and rating methods, confirmatory factor analyses supported the bifactor model. The global factor's loadings suggested that it reflects children's expressiveness. Adding this factor changed the associations between the other factors and enabled differentiation between surgency and positive affect. This suggests that in observational settings that capture temperament impressions holistically, children's expressiveness affects other traits' behavioral displays. Twin models revealed genetic influences for most traits. Importantly, twin models revealed shared-environmental influences for negative affect and expressiveness, which modestly contributed to temperament consistency across ages. These findings shed light on temperament traits' interrelatedness and stress the importance of the shared environment to temperament development during middle childhood. Public Significance Statement: Using a longitudinal genetically informed cohort of twin children, this study offers that during middle childhood, children's expressiveness acts as an overarching temperament trait, which affects the behavioral displays of other temperament traits when observed by others. It also reveals that some observed temperament traits are influenced not only by genetics and nonshared environment (as often found in questionnaire data) but also by the shared-environment, which contributes to temperament consistency across ages. Understanding how children's observed temperament develops and is manifested may help understand how children interact with others and are viewed by others. [ABSTRACT FROM AUTHOR]

\n We test the theory that personality incoherence may instigate personality change in the context of personal values. Values’ near-universal organization makes value incoherence assessment straightforward. The study included 13 longitudinal samples from seven cultures (Australia, Israel Palestinian citizens, Israel Jewish majority, Italy, Poland, Portugal, and Switzerland), total N = 7,126, and T1 M age ranging between 6 and 18. Each participant reported values between two- and six-times. Using unfolding analysis, we calculated the fit of the internal value structure of each participant at the first time point to the value structure in their sample (normative structure) and to the theoretical structure of values. We estimated value change using Growth Curve Modeling (when at least three measurement times were available) and the difference between T1 and T2 in each sample. We correlated value incoherence with value change and estimated the effect across samples using a meta-analysis. Incoherence with the structure of values predicted greater value change. The associations were stronger when participant’s value structures were compared to the normative value structure at T1 than when they were compared to the theoretical structure. A meta-regression analysis indicated that effects were not moderated by age. We discuss possible underlying processes and implications for personality development.Researchers have suggested that internal conflicts are difficult to endure, and individuals whose personality is chaotic will be less able to function. As a result, they will be more likely to change their personality. We test this prediction for one aspect of a person’s personality: their values. Values are personal goals, defining what an individual finds most important in life. We assembled 13 samples from seven different cultures, including 7,126 children and adolescents (6–18 years of age). We calculated the internal coherence of their values at time 1, to identify disorganization or internal conflicts. We then followed the participants over time, to discover whether their value priorities changed. Our analysis shows that children and adolescents who reported disorganized values at the beginning of the study changed their value priorities over time. Thus, individuals who find it hard to decide what they find important in life, holding different competing goals, are more likely to shift between goals. [ABSTRACT FROM AUTHOR]