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6(UNIVERSITY OF DENVER), AMANDA TARULLO (BOSTON UNIVERSITY) This study examines the association between perceived ethnic discrimination, measured by the General Ethnic Discrimination Scale, and parental depressive symptoms, assessed using the Center for Epidemiologic Studies Depression Scale, and their relationship to toddler language development in lowincome families. Results revealed a significant positive correlation between ethnic discrimination and depressive symptoms. Higher levels of ethnic discrimination were linked to poorer toddler language outcomes, including shorter utterances and reduced linguistic diversity.POSTER 25ETHNIC IDENTITY CONNECTION AND PERCEIVED STRESS: EXPLORING GENERATIONAL DIFFERENCESRACQUEL SAMUEL (CITY UNIVERSITY OF NEW YORK THE GRADUATE CENTER), JENNIFER WAGNER (CITY UNIVERSITY OF NEW YORK THE GRADUATE CENTER) Ethnic identity can influence psychological well-being in a variety of ways, in some cases acting as a protective factor and in others amplifying stress. The current study asks how ethnic identity and perceived stress vary based on generational status in young adults. Findings suggest that first/second-generation individuals show higher ethnic identity salience than those with US-born parents, though no differences in perceived stress were found based on generational status.POSTER 26EVALUATING EARLY SELF-REGULATION USING REMOTE INFANT ATTENTION ASSESSMENT INTHE-HOMETRAM VO (NEW YORK UNIVERSITY), DENISE WERCHAN (NEW YORK UNIVERSITY), NATALIE BRITO (NEW YORK UNIVERSITY) We aimed to evaluate infant self-regulation via remote infant attention assessment in the home. 3-13 monthold (N = 143) infants from diverse sociodemographic backgrounds participated in the remote attention task. When infants reached 24 months old, caregivers (N = 86) filled out follow-up self-regulation questionnaires. We found that infants with shorter looking time were more likely to have higher subsequent internalizing problems scores. There was no association with externalizing problems, emotional affect, nor effortful control.POSTER 27EXAMINING CHILDREN'S JUDGEMENTS OF PURCHASING POWERSOPHIE EZROL (BOSTON UNIVERSITY), IJEOMA EZECHUKWU (BOSTON UNIVERSITY), ADINE DELEON (BOSTON UNIVERSITY), KATHLEEN CORRIVEAU (BOSTON UNIVERSITY) The present study examines how 5-10 year-old children perceive wealth cues and their influence on purchasing power judgments. Using photos of homes as indicators of wealth, participants evaluated the difficulty of purchasing goods for imagined families. The results showed children's purchasing power ratings were less difficult when exposed to high-priced versus low-priced homes, regardless of mindset or age. These insights deepen our understanding of how children interpret social status and mobility in early childhood.POSTER 28EXECUTIVE FUNCTIONING AND SOURCE MONITORING IN 3- TO 5-YEAR-OLD CHILDRENALEXA FIRKUSNY (COLBY COLLEGE), KALEIGH QUINN (COLBY COLLEGE), HANNAH ROSENBERG (COLBY COLLEGE), COURTNEY SCHUMACHER (COLBY COLLEGE) To examine how hot and cold executive functioning (EF) may support source monitoring abilities in young children, 3- to 5-year-olds completed a source monitoring task, a cold EF task (the Dimensional Change Card Sort - DCCS), and a hot EF task (Less-isMore). Age predicted overall source monitoring and internal source monitoring (\predicted external source monitoring (\suggesting that cold but not hot executive functioning skills support source monitoring.POSTER 29FACTORS IMPACTING CONVERSATIONAL-TURNTAKING IN INFANT-TODDLER CLASSROOMSRACHEL ALBERT (LEBANON VALLEY COLLEGE), LYDIA CRESPO (LEBANON VALLEY COLLEGE), SARA DINTIMAN (LEBANON VALLEY COLLEGE), ALEXANDRA WASKO (LEBANON VALLEY COLLEGE), NAOMI SWELLER (MACQUARIE UNIVERSITY), SHEILA DEGOTARDI (MACQUARIE UNIVERSITY) Conversations are crucial for building infant brains, yet more needs to be known about the characteristics that facilitate good conversations. We examined the quantity and qualities of conversations between infants and educators in early childhood education classrooms and the function of infant vocalizations for organizing educator attention. Our findings demonstrate that 6