Autonomic nervous system functioning in early childhood: Responses to cognitive and negatively valenced emotional challenges

Effect of Early-Life Lipid-Based Nutrient Supplement and Home Environment on Autonomic Nervous System Regulation at 9-11 Years: A Follow-Up of a Randomized Controlled Trial

Nutrition and the home environment contribute to the development of the autonomic nervous system (ANS). However, no study has examined the long-term effects of prenatal and postnatal small-quantity lipid-based nutrient supplements (SQ-LNS) and home environment on ANS regulation. We investigated the effect of early-life SQ-LNS and home environment on ANS regulation at 9-11 years. Participants were children born to women who participated in a randomized controlled trial in Ghana from 2009 to 2014. Women were randomized to receive daily, from pregnancy until delivery, either SQ-LNS, multiple micronutrients (MMN) or iron and folic acid (IFA) followed by SQ-LNS, MMN or placebo, respectively, until 6 months postpartum. Infants in the SQ-LNS group received SQ-LNS from 6 to 18 months. Quality of home environment was observed at 4-6 and 9-11 years. At 9-11 years, 965 children had their respiratory sinus arrhythmia (RSA) and pre-ejection period (PEP) measured at baseline and during two inhibitory control tasks, the RACER Simon and Emotion Go/No-Go (EGNG) tasks. PEP reactivity to the RACER Simon task was greater in the MMN (-2.54 ± 4.45, p = 0.016) and SQ-LNS (-2.31 ± 4.94, p = 0.093) groups than in the IFA group (-1.57 ± 3.51). A better home environment at 4-6 predicted longer baseline PEP (β = 0.13, 95% CI: 0.02, 0.23, p = 0.016) and more PEP reactivity during the EGNG task (β = -0.06, 95% CI: -0.00, -0.02, p = 0.001). Prenatal micronutrient supplementation appears to increase SNS reactivity. Children raised in disadvantaged early home environments had more tonic SNS activation and less SNS reactivity, suggesting a predisposition for stronger fight-or-flight activation and less likelihood to modulate arousal in response to acute situations. Trial Registration: ClinicalTrials.gov identifier: NCT00970866.

Does Parasympathetic Nervous System Activity Exacerbate Depressive Symptoms in College Students Who Experienced Parent-Child Separation? A Longitudinal Examination

Childhood separation caused by parental migration increases the risk of suffering depressive symptoms among college students. However, most studies in this field have focused on environmental factors and largely ignored the role of physiological reactivity to stress (e.g., parasympathetic nervous system activity) in this process. The present study examined the long-term effects of the parent-child separation experience on depressive symptoms in college students, and explored the moderating role of parasympathetic nervous system (PNS) activity in these relationships. The participants were 242 college students (Mage = 18.74 years, SD = 0.79; 32.2% male), including 149 college students who experienced parent-child separation and 93 college students without this experience. Using a three-wave longitudinal design, participants completed the measures of the parent-child separation experience, PNS activity (measured via respiratory sinus arrhythmia, RSA), and depressive symptoms at Time 1 (T1, before the COVID-19 lockdown). Their depressive symptoms were again measured at Time 2 (T2, during the COVID-19 lockdown) and Time 3 (T3, after the COVID-19 lockdown). The results showed that the parent-child separation experience positively predicted depressive symptoms in college students at three time points. Moreover, the parent-child separation experience positively predicted depressive symptoms at T2 among males with less and average RSA suppression but positively predicted depressive symptoms at T2 among females with greater RSA suppression. These findings indicate a long-term effect of parent-child separation on depressive symptoms in college students that still exist after they entered university, and that the effect varies depending on PNS activity and gender.

Variation in coupling across neural and cardiac systems of regulation is linked to markers of anxiety risk in preschool

Both cortical and parasympathetic systems are believed to regulate emotional arousal in the service of healthy development. Systemic coordination, or coupling, between putative regulatory functions begins in early childhood. Yet the degree of coupling between cortical and parasympathetic systems in young children remains unclear, particularly in relation to the development of typical or atypical emotion function. We tested whether cortical (ERN) and parasympathetic (respiratory sinus arrhythmia [RSA]) markers of regulation were coupled during cognitive challenge in preschoolers (N = 121). We found no main effect of RSA predicting ERN. We then tested children's typical and atypical emotion behavior (context-appropriate/context-inappropriate fear, anxiety symptoms, neuroendocrine reactivity) as moderators of early coupling in an effort to link patterns of coupling to adaptive emotional development. Negative coupling (i.e., smaller ERN, more RSA suppression or larger ERN, less RSA suppression) at age 3 was associated with greater atypical and less typical emotion behaviors, indicative of greater risk. Negative age 3 coupling was also visible for children who had greater Generalized Anxiety Disorder symptoms and blunted cortisol reactivity at age 5. Results suggest that negative coupling may reflect a maladaptive pattern across regulatory systems that is identifiable during the preschool years.

Childhood emotional dysregulation paths for suicide-related behaviour engagement in adolescence

This study aimed at identifying the heterogeneous trajectories of emotional dysregulation across childhood and to study the relationship between specific trajectories and adolescent suicide-related behaviour (SRB). Data from the Millennium Cohort Study (N = 13,853 children; 49.07% female, M = 3.13 years at baseline, SD = 0.2) were used to identify the emotional dysregulation trajectories from 3 to 8 years old, using growth mixture modelling. Moreover, 1992 participants (52.86% female) from the initial sample were used to study the relationship between childhood emotional dysregulation trajectory and engagement in both self-harm and suicide attempt at age 17, using logistic regression. Some other time-invariant and proximal (adolescent) risk factors were incorporated into this analysis. Six emotional dysregulation trajectories were identified. Self-harm at age 17 was significantly associated with the history of self-harm and other proximal factors, but not with emotional dysregulation trajectory membership. Childhood trajectories featured by earlier emotional dysregulation were associated with higher risk of lifetime suicide attempt, as well as other proximal factors (concurrent self-harm). This study found differential risk profiles involved in both SRB forms. A relationship between early emotional dysregulation and suicide attempt engagement in adolescence was identified. Early interventions should be developed to deal with SRB risk factors from childhood.

Vagal flexibility to negative emotions moderates the relations between environmental risk and adjustment problems in childhood

Neurobiological and social-contextual influences shape children's adjustment, yet limited biopsychosocial studies have integrated temporal features when modeling physiological regulation of emotion. This study explored whether a common underlying pattern of non-linear change in respiratory sinus arrhythmia (RSA) across emotional scenarios characterized 4-6 year-old children's parasympathetic reactivity (N = 180). Additionally, we tested whether dynamic RSA reactivity was an index of neurobiological susceptibility or a diathesis in the association between socioeconomic status, authoritarian parenting, and the development of externalizing problems (EP) and internalizing problems over two years. There was a shared RSA pattern across all emotions, characterized by more initial RSA suppression and a subsequent return toward baseline, which we call vagal flexibility (VF). VF interacted with parenting to predict EP. More authoritarian parenting predicted increased EP two years later only when VF was low; conversely, when VF was very high, authoritarian mothers reported that their children had fewer EP. Altogether, children's patterns of dynamic RSA change to negative emotions can be characterized by a higher order factor, and the nature by which VF contributes to EP depends on maternal socialization practices, with low VF augmenting and high VF buffering children against the effects of authoritarian parenting.

Somatovisceral influences on emotional development

Frameworks of emotional development have tended to focus on how environmental factors shape children's emotion understanding. However, individual experiences of emotion represent a complex interplay between both external environmental inputs and internal somatovisceral signaling. Here, we discuss the importance of afferent signals and coordination between central and peripheral mechanisms in affective response processing. We propose that incorporating somatovisceral theories of emotions into frameworks of emotional development can inform how children understand emotions in themselves and others. We highlight promising directions for future research on emotional development incorporating this perspective, namely afferent cardiac processing and interoception, immune activation, physiological synchrony, and social touch.

Autonomic profiles and self-regulation outcomes in early childhood

This study examined autonomic profiles in preschoolers (N = 278, age = 4.7 years) and their relations to self-regulation outcomes concurrently and one year later, in kindergarten. Children's sympathetic (preejection period [PEP]) and parasympathetic activity (respiratory sinus arrythmia [RSA]) were measured at rest and during cognitive and emotional tasks. Three self-regulatory competencies were assessed: executive functions, emotion regulation and behavioral regulation. Executive functioning was measured at ages 4 and 5 using laboratory tasks designed to assess updating/working memory, inhibitory control, and cognitive flexibility. Emotion regulation was observed during emotionally distressing tasks in the laboratory, both at ages 4 and 5. Behavioral regulation and emotional reactivity were assessed via teacher ratings in kindergarten, at age 5. Latent profile analysis yielded four autonomic profiles: moderate parasympathetic inhibition (45%), reciprocal sympathetic activation (26%), coinhibition (25%), and high sympathetic activation (7%). The reciprocal sympathetic activation group showed better executive functioning in preschool and kindergarten, particularly compared to the high sympathetic activation group. The moderate parasympathetic inhibition group showed lower emotional reactivity and better behavioral regulation in kindergarten, compared to the other three groups. Findings suggest that autonomic profiles meaningfully associate with self-regulation outcomes in early childhood, such that certain profiles relate to better self-regulation than others.

When is Parental Suppression of Black Children's Negative Emotions Adaptive? The Role of Preparation for Racial Bias and Children's Resting Cardiac Vagal Tone

Research demonstrates that Black parents attempt to suppress children's expressions of negative emotions (e.g., anger, fear), in part, to protect them from experiencing racial bias from authority figures. The goal of this study was to examine whether the effectiveness of parental suppression strategies in reducing behavior problems depends on whether parents talk to children about the potential of experiencing racism (i.e., preparation for bias) and children's resting cardiac vagal tone as indexed by baseline respiratory sinus arrhythmia (RSA). Ninety-four parents (97% mothers) who identified their child as Black (56% girls) completed questionnaires about their punitive and minimizing responses to their child's negative emotions and their child's internalizing and externalizing problems at ages 5 and 6. Children's baseline RSA was assessed at age 5. Results indicated that parents' suppression of children's negative emotions predicted decreased externalizing behaviors (e.g., acting out) only when parents talked to their children about racism. When parents did not contextualize their restrictions on children's emotional expressions with discussions about race, children with higher baseline RSA demonstrated increased externalizing behaviors, whereas those with lower baseline RSA were unaffected. Parental suppression strategies led to increased internalizing symptoms (e.g., anxiety, withdrawal) among children with higher baseline RSA regardless of whether parents discussed racism. Black parents face a conundrum in which suppressing their children's negative emotions, in hopes of subverting racism, may reduce their children's externalizing problems under some circumstances, but may increase the risk of their children developing internalizing problems. Implications for systemic policy change to combat racism are discussed.

Risks of Major Mental Disorders and Irritable Bowel Syndrome among the Offspring of Parents with Irritable Bowel Syndrome: A Nationwide Study

Irritable bowel syndrome (IBS) is a functional bowel disorder that is highly comorbid with mental disorders. However, few studies have examined the risk of attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), bipolar disorder, major depressive disorder (MDD), and schizophrenia in the offspring of parents with IBS. We used nationally representative cross-sectional survey data to analyze cross-generational transmission patterns of both IBS and major mental disorders. Odds ratio (OR) was calculated by using logistic regression models with adjustment for potential confounding factors. Offspring of parents with IBS were more likely to develop IBS themselves (OR = 2.41, 95% confidence interval (CI), 2.09–2.78), ADHD (OR = 1.33, 95% CI, 1.08–1.62), and MDD (OR = 1.32, 95% CI, 1.04–1.68) than the controls. Data stratification by parental sex revealed that paternal IBS increased risk of ADHD (OR = 1.34, 95% CI, 1.01–1.77) in the offspring, while maternal IBS increased the risk of MDD (OR = 1.51, 95% CI, 1.11–2.06). This is the first study to reveal parental IBS is associated with IBS, ADHD, and MDD among offspring, suggesting the necessity for early implementation of prevention strategies for at-risk children.

Physiological responses to a school task: The role of student-teacher relationships and students' emotional appraisal

BACKGROUND

To be successful, students must learn to deal with socially and cognitively demanding tasks. Much remains unknown about the effects of previous classroom experiences and of students' emotional appraisal of a task on their physiological adaptive responses to it.

AIMS

To investigate how children's physiological response to a social and cognitive task would be directly and interactively influenced by the perceived student-teacher relationship and by children's emotional appraisal of what reaction they expect to have while completing the task.

METHODS

One hundred and sixteen second and third graders took part in the study. Children completed a cognitive and social stress task. Before the task, they were interviewed on their emotional appraisal of the task and on student-teacher relationships. Children's cardiac activity was registered at rest and during the task to measure physiological activation (heart rate) and self-regulation (heart rate variability).

RESULTS

Heart rate variability during the task was positively correlated with the appraised emotional valence of the task and of being observed while doing it. Regression analyses showed that children's physiological self-regulation during the task was affected by the interaction between student-teacher relationships and appraised emotional valence of being observed. Only among children who had experienced negative student-teacher relationships, an active physiological self-regulation was observed in response to the task when they expected it to be positive compared to when they perceived it as negative.

CONCLUSIONS

Children's emotional appraisal of tasks and the quality of student-teacher relationships are important to promote a functional physiological response of self-regulation that underlies academic functioning and well-being at school.

Physiological measurement of emotion from infancy to preschool: A systematic review and meta-analysis

INTRODUCTION

Emotion regulation, the ability to regulate emotional responses to environmental stimuli, develops in the first years of life and plays an important role in the development of personality, social competence, and behavior. Substantial literature suggests a relationship between emotion regulation and cardiac physiology; specifically, heart rate changes in response to positive or negative emotion-eliciting stimuli.

METHOD

This systematic review and meta-analysis provide an in-depth examination of research that has measured physiological responding during emotional-evoking tasks in children from birth to 4 years of age.

RESULTS

The review had three main findings. First, meta-regressions resulted in an age-related decrease in baseline and task-related heart rate (HR) and increases in baseline and task-related respiratory sinus arrhythmia (RSA). Second, meta-analyses suggest task-related increases in HR and decreases in RSA and heart rate variability (HRV), regardless of emotional valence of the task. Third, associations between physiological responding and observed behavioral regulation are not consistently present in children aged 4 and younger. The review also provides a summary of the various methodology used to measure physiological reactions to emotional-evoking tasks, including number of sensors used and placement, various baseline and emotional-evoking tasks used, methods for extracting RSA, as well as percentage of loss and reasons for loss for each study.

CONCLUSION

Characterizing the physiological reactivity of typically developing children is important to understanding the role emotional regulation plays in typical and atypical development.