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Waller R, Flum M, Paz Y, Perkins ER, Rodriguez Y, Knox A, Pelella MR, Jones C, Sun S, Denham SA, Herrington J, Parish-Morris J. Objective Linguistic Markers Associated with Callous-Unemotional Traits in Early Childhood. Res Child Adolesc Psychopathol 2024:10.1007/s10802-024-01219-4. [PMID: 38874652 DOI: 10.1007/s10802-024-01219-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/24/2024] [Indexed: 06/15/2024]
Abstract
BACKGROUND Callous-unemotional (CU) traits are associated with interpersonal difficulties and risk for severe conduct problems (CP). The ability to communicate thoughts and feelings is critical to social success, with language a promising treatment target. However, no prior studies have examined objective linguistic correlates of childhood CU traits in early childhood, which could give insight into underlying risk mechanisms and novel target treatments. METHODS We computed lexical (positive emotion, sad, and anger words) and conversational (interruptions and speech rate) markers produced by 131 children aged 5-6 years (M = 5.98; SD = 0.54, 58.8% female) and their parents while narrating wordless storybooks during two online visits separated by 6-8 weeks (M = 6.56, SD = 1.11; two books, order counterbalanced). Audio recordings were diarized, time-aligned, and orthographically transcribed using WebTrans. Conversational markers were calculated using R and word frequencies were calculated using Linguistic Inquiry and Word Count (LIWC) software. We examined links between child CU traits and linguistic markers, and explored whether relationships were moderated by child sex. RESULTS Higher CU traits were associated with fewer positive emotion words produced by parents and children. Higher CU traits were also associated with greater concordance in the degree of interruptions and expression of anger emotion words by parents and children. CONCLUSIONS Results suggest that objective linguistic correlates of CU traits are detectable during early childhood, which could inform adjunctive treatment modules that improve outcomes by precisely tracking and targeting subtle communication patterns.
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Affiliation(s)
- R Waller
- Department of Psychology, University of Pennsylvania, Philadelphia, PA, USA.
| | - M Flum
- Department of Psychology, University of Pennsylvania, Philadelphia, PA, USA
| | - Y Paz
- Department of Psychology, University of Pennsylvania, Philadelphia, PA, USA
| | - E R Perkins
- Department of Psychology, University of Pennsylvania, Philadelphia, PA, USA
| | - Y Rodriguez
- Department of Psychology, University of Pennsylvania, Philadelphia, PA, USA
| | - A Knox
- Department of Psychology, University of Pennsylvania, Philadelphia, PA, USA
| | - M R Pelella
- Department of Psychology, University of Pennsylvania, Philadelphia, PA, USA
| | - C Jones
- Department of Psychology, University of Pennsylvania, Philadelphia, PA, USA
| | - S Sun
- Department of Psychology, University of Pennsylvania, Philadelphia, PA, USA
| | - S A Denham
- George Mason University, Fairfax, VA, USA
| | - J Herrington
- Center for Autism Research, Children's Hospital of Philadelphia, Philadelphia, PA, USA
- Department of Child and Adolescent Psychiatry and Behavioral Sciences, Childrens Hospital of Philadelphia, Philadelphia, PA, USA
- Department of Psychiatry, Perelman School of Medicine, University of Pennsylva, Philadelphia, PA, USA
| | - J Parish-Morris
- Center for Autism Research, Children's Hospital of Philadelphia, Philadelphia, PA, USA
- Department of Child and Adolescent Psychiatry and Behavioral Sciences, Childrens Hospital of Philadelphia, Philadelphia, PA, USA
- Department of Psychiatry, Perelman School of Medicine, University of Pennsylva, Philadelphia, PA, USA
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R Sanchez C, L Cooley J. Peer Victimization and Callous-Unemotional Traits: The Impact of Parents and Teachers. Res Child Adolesc Psychopathol 2024:10.1007/s10802-024-01213-w. [PMID: 38819578 DOI: 10.1007/s10802-024-01213-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/17/2024] [Indexed: 06/01/2024]
Abstract
Research on the link between peer victimization and callous-unemotional (CU) traits has primarily relied on cross-sectional designs and yielded equivocal findings. In light of the poor outcomes related to peer victimization and CU traits, it is important to determine whether this link is reciprocal in nature and to identify factors that may influence its strength. Accordingly, the current study investigated the bidirectional association between peer victimization and CU traits over a 6-month period, accounting for the moderating effects of parents (i.e., support and hostility) and teachers (i.e., support and conflict). Participants included 284 third- through fifth-grade students (ages 7-12; 51.8% boys; 51.1% Hispanic) and their homeroom teachers. Children provided ratings of peer victimization, parental hostility, and parent and teacher support. Teachers provided ratings of CU traits and student-teacher conflict. A series of cross-lagged panel models were estimated. Results revealed that, at higher levels of parental hostility, peer victimization predicted increases in CU traits over time; in contrast, peer victimization predicted decreases in CU traits at lower levels of parental hostility. Surprisingly, at higher levels of teacher conflict, peer victimization predicted decreases in CU traits over time. CU traits did not interact with parent or teacher variables to predict subsequent peer victimization. Moreover, parental hostility was positively associated with subsequent peer victimization, whereas teacher support predicted decreases in victimization over time. These findings build on previous research examining environmental influences on the expression of CU traits by highlighting peer victimization and parental hostility as potential risk factors.
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Affiliation(s)
- Carlos R Sanchez
- Department of Psychological Sciences, Texas Tech University, Lubbock, TX, USA.
| | - John L Cooley
- Department of Psychological Sciences, Texas Tech University, Lubbock, TX, USA
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Zhu J, Shu X, Li Z, Li Y. Callous-unemotional behaviors and conduct problems in Chinese preschoolers: the moderating roles of surgency and gender. Front Psychol 2024; 15:1328345. [PMID: 38800676 PMCID: PMC11119318 DOI: 10.3389/fpsyg.2024.1328345] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2023] [Accepted: 04/08/2024] [Indexed: 05/29/2024] Open
Abstract
Introduction Conduct problems in children are related to callous-unemotional (CU) behaviors. However, results of the relationships between CU behaviors and conduct problems among preschoolers mainly focused on Western countries, no studies have examined whether CU behaviors predict conduct problem in Chinese preschoolers. The primary objective of the current study therefore was to examine the associations between CU behaviors and conduct problems as well as the moderating effects of surgency and child gender in Chinese preschool children. Methods The present study randomly selected 2,154 children (1,043 boys, Mage = 56 months, SD = 10.47) from six kindergartens in Shanghai, People's Republic of China. Mothers rated children's surgency and teachers reported children's CU behaviors and conduct problems. Results Results demonstrated that CU behaviors were positively associated with conduct problems. Surgency and child gender significantly moderated these associations. Specifically, CU behaviors were positively associated with conduct problems, with a stronger effect found for high levels of surgency. CU behaviors had a positive association with conduct problems, with a stronger effect found for boys. Discussion This study indicate that temperament and gender characteristics influence conduct problems in preschoolers who exhibit high levels of CU behaviors. As well, the findings emphasize the significance of considering the meaning and implication of CU behaviors in Chinese culture.
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Affiliation(s)
- Jingjing Zhu
- Shanghai Institute of Early Childhood Education, Shanghai Normal University, Shanghai, China
| | - Xin Shu
- Jingan District Anqing Shanghai Kindergarten, Shanghai, China
| | - Zhuyi Li
- Shanghai Institute of Early Childhood Education, Shanghai Normal University, Shanghai, China
| | - Yan Li
- Shanghai Institute of Early Childhood Education, Shanghai Normal University, Shanghai, China
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Cao X, Somerville MP, Shou Y, Xue Z, Allen JL. Callous-unemotional Traits and Child Response to Teacher Rewards, Discipline, and Instructional Methods in Chinese Preschools: A Classroom Observation Study. Res Child Adolesc Psychopathol 2024; 52:339-352. [PMID: 37847458 PMCID: PMC10896772 DOI: 10.1007/s10802-023-01137-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/29/2023] [Indexed: 10/18/2023]
Abstract
Atypical responses to teacher rewards, discipline and different forms of instructional methods have been identified as potential contributors to disruptive behavior, low school engagement, and academic underachievement in children with elevated callous-unemotional (CU) traits. To date, research on CU traits in schools has relied on interview or questionnaire methods and has predominantly been conducted in Western countries. Thus, the present study aims to investigate the relationships between CU traits and children's responses to teacher rewards, discipline and instructional methods in the Chinese preschool context using classroom observation. Eight teachers (7 females, 1 male; M = 37.66 years) and 116 children (56% girls; M = 5.16 years) from two mainstream Chinese preschools participated in the study. Of the 116 eligible children, the behavior of 108 children from four classes were observed during classroom activities. Findings indicated that CU traits were not related to children's responses to discipline, nor did CU traits moderate the relationship between instructional methods and children's academic engagement. Higher CU traits predicted a greater frequency of one-to-one teacher-child interaction. Our findings offer initial insights into the potential of early school-based interventions in fostering engagement and prosocial behavior among children with CU traits. However, they also highlight the need for additional support for preschool teachers, who face the challenge of managing these high-risk children who appear to require more individual time and attention.
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Affiliation(s)
- Xinyi Cao
- Department of Psychology and Human Development, Institute of Education, University College London, 25 Woburn Square, London, WC1H 0AA, UK
| | - Matthew P Somerville
- Department of Psychology and Human Development, Institute of Education, University College London, 25 Woburn Square, London, WC1H 0AA, UK
| | - Yiyun Shou
- Lloyd's Register Foundation Institute for the Public Understanding of Risk, National University of Singapore, Singapore, 117602, Singapore
- Saw Swee Hock School of Public Health, National University of Singapore and National University Health System, Singapore, 117549, Singapore
- Research School of Psychology, The Australian National University, Canberra, ACT, 2600, Australia
| | - Zijing Xue
- Early Childhood Education College, Shanghai Normal University, 100 Guilin Rd, Shanghai, 200234, China
| | - Jennifer L Allen
- Department of Psychology, University of Bath, 10 West, Claverton Down, Bath, BA2 7AY, UK.
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Levine RS, Smith K, Wagner NJ. The Impact of Callous-Unemotional Traits on Achievement, Behaviors, and Relationships in School: A Systematic Review. Child Psychiatry Hum Dev 2023; 54:1546-1566. [PMID: 35438469 DOI: 10.1007/s10578-022-01344-5] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/22/2021] [Revised: 02/16/2022] [Accepted: 02/27/2022] [Indexed: 11/03/2022]
Abstract
Disruptive behavior disorders (DBDs) are associated with significant academic, behavioral, and relationship challenges in the school setting. Children with co-occurring DBDs and callous-unemotional (CU) traits show a distinct pattern of early starting, chronic, and aggressive disruptive behavior and are resistant to traditional DBD interventions. There is growing evidence that CU traits have important consequences for children's school functioning. The purpose of this systematic review is to synthesize research on CU traits in school with a focus on academics, relationships, and behavior. We searched PsycINFO, PubMed, and Education Full-Text to identify 37 empirical studies that met inclusionary criteria. Findings suggest that CU traits are associated with poor academic performance, high levels of aggression and conduct problems, and difficulty forming relationships at school, often above and beyond the impact of DBDs alone. Findings and future directions are discussed including how the current study can support key stakeholders in promoting the success of students with elevated CU traits.
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Affiliation(s)
- Rebecca S Levine
- Education Studies, University of California, San Diego, La Jolla, Oakland, California, USA
| | - Kelly Smith
- Psychological and Brain Sciences, Boston University, 64 Cummington Mall, Boston, Massachusetts, USA
| | - Nicholas J Wagner
- Psychological and Brain Sciences, Boston University, 64 Cummington Mall, Boston, Massachusetts, USA.
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Perlstein S, Wagner N, Domínguez-Álvarez B, Gómez-Fraguela JA, Romero E, Lopez-Romero L, Waller R. Psychometric Properties, Factor Structure, and Validity of the Sensitivity to Threat and Affiliative Reward Scale in Children and Adults. Assessment 2023; 30:1914-1934. [PMID: 36245403 PMCID: PMC10687739 DOI: 10.1177/10731911221128946] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Callous-Unemotional (CU) traits identify children at high risk of antisocial behavior. A recent theoretical model proposed that CU traits arise from low sensitivity to threat and affiliation. To assess these dimensions, we developed the parent- and self-reported Sensitivity to Threat and Affiliative Reward Scale (STARS) and tested its psychometric properties, factor structure, and construct validity. Samples 1 (N =3 03; age 3-10; United States) and 2 (N = 854 age 5-9; Spain) were children and Sample 3 was 514 young adults (Mage = 19.89; United States). In Sample 1, differential item functioning and item response theory techniques were used to identify the best-performing items from a 64-item pool, resulting in 28 items that functioned equivalently across age and gender. Factor analysis indicated acceptable fit for the theorized two-factor structure with separate threat and affiliation factors in all three samples, which showed predictive validity in relation to CU traits in children and psychopathic traits in young adults.
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Zhou J, Chen X, Li D, Liu J, Wei L, Yang P, French D. Aggression and Depression in Chinese Early Adolescents: Same-Domain and Cross-Domain Effects in Friendships. Res Child Adolesc Psychopathol 2023; 51:343-354. [PMID: 36454349 DOI: 10.1007/s10802-022-01001-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/15/2022] [Indexed: 12/03/2022]
Abstract
From late childhood, friendships as a distinct peer experience become increasingly salient in affecting individual development. This one-year longitudinal study examined same-domain and cross-domain effects of aggression and depression in friendships among early adolescents in China. Participants included 226 students (95 boys) within 113 friendship dyads initially in sixth grade (initial mean age = 12 years) in two public junior high schools. Data on aggression, depression, and friendship were collected from self-reports and peer nominations in 2017 and 2018. The results using the actor-partner interdependence model showed that friends' aggression positively predicted adolescents' later aggression and that friends' depression positively predicted adolescents' later depression, indicating same-domain contagion effects. In addition, friends' aggression positively predicted adolescents' later depression, indicating cross-domain cascading effects. The results suggest that adolescents with more aggressive friends are at risk for developing higher levels of social-behavioral and psychological problems with time. The results help understand the role of friendships in individual maladaptive development and are discussed in terms of the Chinese context.
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Affiliation(s)
- Jiaxi Zhou
- Human Development-Quantitative Methods Division, Graduate School of Education, University of Pennsylvania, 3700 Walnut St, 19104-6216, Philadelphia, PA, USA
| | - Xinyin Chen
- Human Development-Quantitative Methods Division, Graduate School of Education, University of Pennsylvania, 3700 Walnut St, 19104-6216, Philadelphia, PA, USA.
| | - Dan Li
- Shanghai Normal University, Shanghai, China
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Zhu J, Xia X, Wu Q, Zou S, Li Y. Callous-Unemotional Traits and Social Adjustment among Chinese Preschoolers: The Moderating Role of Teacher-Child Relationship. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:3426. [PMID: 36834123 PMCID: PMC9966528 DOI: 10.3390/ijerph20043426] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/26/2022] [Revised: 02/14/2023] [Accepted: 02/14/2023] [Indexed: 06/18/2023]
Abstract
Callous-unemotional (CU) traits are associated with social adjustment difficulties, but few studies have examined the underlying mechanisms in Chinese preschoolers. This study examined the relationship between CU traits and social adjustment among Chinese preschoolers as well as the moderating role of the teacher-child relationship in the association. Participants were 484 preschool children aged 3-6 years old from Shanghai, China (Mage = 5.56 years, SD = 0.96 years). Parents reported children's CU traits and teachers reported their relationship with children and rated children's social adjustment as well. The results revealed that (1) children with higher CU traits positively related to aggressive and asocial behavior with peers, but negatively related to prosocial behavior; (2) the teacher-child relationship moderated the relationship between CU traits and social adjustment in children. Specifically, teacher-child conflict exacerbated the aggressive and asocial behavior of children with CU traits and reduced the prosocial behavior of children with CU traits. These findings extended the current research on CU traits and had important implications for early interventions targeted at children with CU traits.
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Affiliation(s)
- Jingjing Zhu
- Shanghai Institute of Early Childhood Education, Shanghai Normal University, Shanghai 200234, China
| | - Xiaoying Xia
- School of Early Childhood Education, Shanghai Normal University Tianhua College, Shanghai 201815, China
| | - Qianqian Wu
- Wuchang Experimental Kindergarten, Wuhan 430061, China
| | - Shiyao Zou
- Shanghai Institute of Early Childhood Education, Shanghai Normal University, Shanghai 200234, China
| | - Yan Li
- Shanghai Institute of Early Childhood Education, Shanghai Normal University, Shanghai 200234, China
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Attachment to others and callous-unemotional traits in a sample of high school students. CURRENT PSYCHOLOGY 2023. [DOI: 10.1007/s12144-023-04237-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/26/2023]
Abstract
AbstractAlthough several evidences suggested the importance to consider the quality of relationships with others as a key element for the understanding of callous-unemotional traits in youths, to date few studies investigated the specific role of youths’ attachment. The aim of the present study was to explore the association between attachment styles and callous-unemotional traits within a community sample of 786 high school students (41.48% females, M age = 16.90 years, SD = 1.45 years). A linear hierarchical regression approach showed that, over and above gender, age, and levels of both internalizing and externalizing problems, unique variance in callous-unemotional traits was accounted for by low confidence, high discomfort with closeness, and low preoccupation with relationships. Moreover, focusing on specific subcomponents of callous-unemotional traits, it was found that high levels of perceiving relationships as secondary were related to the callous-lack of empathy component, while higher levels in discomfort with closeness were associated to the restricted affect component. Emerged results were discussed within the context of the Sensitivity to Threat and Affiliative Reward (STAR) Model, that was recently advanced to in-depth understand callous-unemotional traits in children and adolescents.
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The social correlates to callous-unemotional traits in a sample of high school students. Behav Ther 2023; 54:595-604. [PMID: 37088513 DOI: 10.1016/j.beth.2023.01.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/25/2022] [Revised: 12/23/2022] [Accepted: 01/09/2023] [Indexed: 01/22/2023]
Abstract
Callous-Unemotional (CU) traits are strongly related to early-onset and severe levels of conduct problems. However, much less research has focused on their association with potential problems in adolescents' social relationships. Further, it is important to determine if CU traits explain variance in important social variables, independent of conduct problems or general personality dimensions related to sociability, like agreeableness. In the current study, we examined the association of CU traits with a range of social variables in a community sample of Italian adolescents (N = 563; 460 girls; mean age = 15.80, SD = 1.50). Measures for the social variables included assessment of peer rejection, adolescents' prosocial behaviors, satisfaction in peer relationships, and feelings of connection with school and classmates. We also obtained self-report ratings of CU traits, conduct problems (CP) and agreeableness. Analyses showed that CU traits were significantly associated with all the social variables. After controlling for CP and agreeableness, CU traits were still positively associated with ratings of peer rejection and negatively associated with prosocial behavior and satisfaction in relationships with peers. However, the negative associations with feelings of connection to school and peers were no longer significant. These findings provide further support for the clinical usefulness of CU traits and further evidence for potential targets of intervention, particularly focused on the adolescent's relational skills.
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Hwang S, Waller R, Hawes DJ, Allen JL. Longitudinal Associations between Callous-unemotional (CU) Traits and School-based Affiliative Relationships among South Korean Children. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY : THE OFFICIAL JOURNAL FOR THE SOCIETY OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY, AMERICAN PSYCHOLOGICAL ASSOCIATION, DIVISION 53 2022; 51:556-565. [PMID: 33769138 DOI: 10.1080/15374416.2021.1881904] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
OBJECTIVE Callous-unemotional traits (CU) traits are characterized by low empathy, guilt, and reduced sensitivity to others' feelings, along with a reduced drive for social affiliation. However, little is known about the relationships between CU traits and social affiliation in the school context, or the influence of gender on these associations. This study tested reciprocal associations between CU traits and school-based affiliative relationships and explored gender as a potential moderator. METHOD The sample included South Korean children aged 10 to 12 years (N = 218, M = 11.03, SD = .65, 52% boys). Children reported on CU traits, antisocial behavior, teacher-student relationship quality, and peer affiliation. Three-wave longitudinal cross-lagged models tested reciprocal associations between CU traits and affiliation with both teachers and peers, with multi-group modeling employed to test the moderating effect of gender. RESULTS Higher CU traits at time 1 predicted decreases in teacher affiliation at time 2 controlling for CU traits, teacher-child affiliation, and antisocial behavior at time 1, while lower teacher-child affiliation at time 2 predicted increases in CU traits at time 3 accounting for CU traits, teacher-child affiliation, and antisocial behavior at time 2. However, there were no reciprocal associations between CU traits and teacher affiliation nor significant associations between CU traits and peer affiliation. Gender did not moderate any pathways between CU traits and teacher or peer affiliation. CONCLUSIONS Findings indicate CU traits may reduce teacher-child affiliation, potentially escalating risk for further increases in CU traits. Thus, teacher-child affiliation may represent an important target for school-based intervention for children with elevated CU traits regardless of gender.
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Affiliation(s)
- Suhlim Hwang
- Department of Psychology and Human Development, UCL Institute of Education
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12
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Dapprich AL, Tyborowska A, Niermann HCM, Becker ES, Cillessen AHN, Roelofs K. Behavioral inhibition as an early life predictor of callous-unemotional traits. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2022. [DOI: 10.1177/01650254221100245] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Callous-unemotional (CU) traits predict behavioral problems in adolescence. But little is known about early modulatory factors. Behavioral Inhibition (BI) in particular has been suggested to protect against the development of CU-traits. This temperamental predisposition is characterized by heightened environmental sensitivity. The current prospective longitudinal study examined whether BI at 15 months of age predicted lower CU-traits across development to age 21. A longitudinal sample of normatively developing children ( n = 125) was used. BI was assessed at 15 months using a standard stranger/robot paradigm. CU-traits were assessed at 2, 5, 9, 12, 14, 17, and 21 years with parent, teacher, and self-reports. Developmental pathways across all available data points were examined using Bayesian mixed models and k-means cluster analysis. Infant BI predicted lower CU-traits across development for girls, suggesting that BI buffers the long-term development of CU-traits for girls. CU-traits peaked in early adulthood. Boys scored higher and showed higher increases in CU-traits than girls from childhood onward. There was no gender difference regarding infant BI. Together, the findings demonstrated gender differences in the development of CU-traits, with a protective role of BI for girls. These results shed new light on the developmental trajectories and protective factors of CU-traits and provide starting points for interventions aiming at increasing children’s responsiveness to external cues to prevent antisocial traits and conduct problems.
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Affiliation(s)
- Anna L. Dapprich
- Behavioural Science Institute, Radboud University, Nijmegen, The Netherlands
| | - Anna Tyborowska
- Behavioural Science Institute, Radboud University, Nijmegen, The Netherlands
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands
- Radboud University Medical Centre, Nijmegen, The Netherlands
| | - Hannah C. M. Niermann
- Behavioural Science Institute, Radboud University, Nijmegen, The Netherlands
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands
| | - Eni S. Becker
- Behavioural Science Institute, Radboud University, Nijmegen, The Netherlands
| | | | - Karin Roelofs
- Behavioural Science Institute, Radboud University, Nijmegen, The Netherlands
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands
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Darling LN, Holochwost SJ, Coffman J, Propper CB, Wagner NJ. Context is key: Parasympathetic regulation in the classroom differentially predicts preschoolers' socially competent behaviors. Dev Psychobiol 2022; 64:e22246. [PMID: 35191527 PMCID: PMC8869510 DOI: 10.1002/dev.22246] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2021] [Revised: 12/23/2021] [Accepted: 12/28/2021] [Indexed: 11/11/2022]
Abstract
Research shows that children's early social competence predicts their later academic and interpersonal success. Accordingly, early childhood education programs increasingly aim to evaluate and support children's social skill development. Despite ample theoretical and empirical work demonstrating the role of the parasympathetic nervous system (PNS) in supporting neurophysiological processes that underlie social behaviors, no study has explicitly tested whether the assessment of PNS activity in childhood educational settings provides insight into children's social functioning. The current study addresses this gap by examining the influence of context-specific PNS regulation, assessed via respiratory sinus arrhythmia (RSA), in predicting preschool children's socially competent behavior toward peers in the classroom. Results showed that: (1) RSA withdrawal (e.g., decreases relative to a baseline task) during unstructured classroom activities predicted children's socially competent behaviors during these unstructured activities but not during structured activities, whereas (2) withdrawal during structured classroom activities predicted children's socially competent behaviors during structured activities. These results indicate that PNS activity makes context-specific contributions to children's social behaviors and highlight the importance of assessing neurophysiological regulation in context.
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