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Capraz YZ, Konrad K, Reindl V. Concurrent and lagged physiological synchrony during mother-child interaction and their relationship to positive affect in 8- to 10-year-old children. Sci Rep 2023; 13:17744. [PMID: 37853034 PMCID: PMC10584844 DOI: 10.1038/s41598-023-43847-8] [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] [Received: 04/06/2023] [Accepted: 09/28/2023] [Indexed: 10/20/2023] Open
Abstract
Mother-child interaction has been characterized by a fine-tuning of behavior and physiological activity. Yet, little is known about the dynamics of mother-child physiological synchrony during early school age and their associations to positive affect. To investigate these processes, 42 mother-child dyads, with children aged 8 to 10 years, played an interactive game while their interbeat intervals (IBI) and respiratory sinus arrhythmia (RSA) were measured simultaneously. IBI/RSA synchrony was calculated using cross-correlations of the IBI/RSA second-by-second time series for lags - 3 to + 3 seconds. Mother's and child's individual and shared positive affect were microcoded. During the interactive tasks, IBI and RSA synchrony significantly increased compared to control conditions. RSA and affect synchrony were significantly stronger for negative compared to positive lags indicating a stronger child leads/mother follows covariation. Further, dyad's IBI and RSA synchrony were significantly associated to mother's and child's individual positive affect. Our data suggest that in low-risk community samples, mothers may respond to their children's positive affect by matching their own affect and physiology. Investigating these temporally precise, concurrent and lagged synchrony processes may open up new avenues for understanding the ways in which parent-child interactions contribute to child developmental outcomes.
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Affiliation(s)
- Yasemin Zehra Capraz
- Child Neuropsychology Section, Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Medical Faculty, RWTH Aachen University, Aachen, Germany
| | - Kerstin Konrad
- Child Neuropsychology Section, Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Medical Faculty, RWTH Aachen University, Aachen, Germany
- JARA-Brain Institute II, Molecular Neuroscience and Neuroimaging, RWTH Aachen & Research Centre Juelich, Juelich, Germany
| | - Vanessa Reindl
- Child Neuropsychology Section, Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Medical Faculty, RWTH Aachen University, Aachen, Germany.
- JARA-Brain Institute II, Molecular Neuroscience and Neuroimaging, RWTH Aachen & Research Centre Juelich, Juelich, Germany.
- Psychology, School of Social Sciences, Nanyang Technological University, Singapore, S639818, Republic of Singapore.
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Li Z, Xu X, Xing X. The intergenerational transmission of executive function: The mediating effect of parental harsh discipline. CHILD ABUSE & NEGLECT 2023; 136:106019. [PMID: 36608402 DOI: 10.1016/j.chiabu.2022.106019] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/03/2022] [Revised: 12/14/2022] [Accepted: 12/29/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND The important roles of parental EF in shaping children's EF is less clear, especially in Chinese families. Moreover, it is suggested that the negative parenting behavior may be important environmental mechanisms underlying the EF transmission. OBJECTIVE This study aimed to examine the transmission of EF across generations and the mediating roles of parental harsh discipline in this transmission in a Chinese sample. PARTICIPANTS AND SETTING A total of 311 Chinese preschool-aged children and their fathers and mothers were recruited from three public kindergartens in Beijing. METHODS The Chinese version of Behavior Rating Inventory of Executive Function-Adult Version (BRIEF-A), Parent-child Conflict Tactics Scales (CTSPC) and Behavior Rating Inventory of Executive Function-Preschooler Version (BRIEF-P) were respectively used to assess parental EF, harsh discipline and children's EF. RESULTS Both paternal and maternal EF positively predicted children's EF (βpaternal = 0.16, p < .01; βmaternal = 0.42, p < .001), and maternal but not paternal psychological aggression (standardized indirect estimate = 0.03, p < .05) and corporal punishment (standardized indirect estimate = 0.02, p < .05) mediated the above transmission. CONCLUSIONS These findings broaden our understanding of the distal or proximal factors and processes that account for the development of child EF in Chinese culture. Interventions focusing on improving parental especially maternal parenting practices would be helpful to shape children's EF or to interrupt the transmission of poor EF.
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Affiliation(s)
- Zhu Li
- Beijing Key Laboratory of Learning and Cognition, Research Center for Child Development, School of Psychology, Capital Normal University, Beijing, China
| | - Xiaohui Xu
- Research Center for Child Development, College of Preschool Education, Capital Normal University, Beijing, China
| | - Xiaopei Xing
- Beijing Key Laboratory of Learning and Cognition, Research Center for Child Development, School of Psychology, Capital Normal University, Beijing, China.
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Leonard JA, Lydon-Staley DM, Sharp SDS, Liu HZ, Park AT, Bassett DS, Duckworth AL, Mackey AP. Daily fluctuations in young children's persistence. Child Dev 2022; 93:e222-e236. [PMID: 34904237 PMCID: PMC8930564 DOI: 10.1111/cdev.13717] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Children's behavior changes from day to day, but the factors that contribute to its variability are understudied. We developed a novel repeated measures paradigm to study children's persistence by capitalizing on a task that children complete every day: toothbrushing (N = 81; 48% female; 36-47 months; 80% white, 14% Multiracial, 10% Hispanic, 2% Asian, 1% Black; 1195 observations collected between January 2019 and March 2020). Children brushed longer on days when their parents used more praise (d = .23) and less instruction (d = -.22). Sensitivity to mood, sleep, and parent stress varied across children, suggesting that identifying the factors that shape an individual child's persistence could lead to personalized interventions.
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Affiliation(s)
- Julia A. Leonard
- Department of Psychology, University of Pennsylvania, Philadelphia, PA 19104 USA
- Department of Psychology, Yale University, New Haven, CT, 06511 USA
| | - David M. Lydon-Staley
- Annenberg School for Communication, University of Pennsylvania, Philadelphia, PA 19104 USA
- Department of Bioengineering, School of Engineering & Applied Science, University of Pennsylvania, Philadelphia, PA 19104 USA
- Leonard Davis Institute of Health Economics, University of Pennsylvania, Philadelphia, PA 19104 USA
| | - Sophie D. S. Sharp
- Department of Psychology, University of Pennsylvania, Philadelphia, PA 19104 USA
| | - Hunter Z. Liu
- Department of Psychology, University of Pennsylvania, Philadelphia, PA 19104 USA
| | - Anne T. Park
- Department of Psychology, University of Pennsylvania, Philadelphia, PA 19104 USA
| | - Danielle S. Bassett
- Department of Bioengineering, School of Engineering & Applied Science, University of Pennsylvania, Philadelphia, PA 19104 USA
- Leonard Davis Institute of Health Economics, University of Pennsylvania, Philadelphia, PA 19104 USA
- Department of Electrical & Systems Engineering, School of Engineering & Applied Science, University of Pennsylvania, Philadelphia, PA 19104 USA
- Department of Neurology, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104 USA
- Department of Physics & Astronomy, College of Arts & Sciences, University of Pennsylvania, Philadelphia, PA 19104 USA
- Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104 USA
- Santa Fe Institute, Santa Fe, NM 87501 USA
| | - Angela L. Duckworth
- Department of Psychology, University of Pennsylvania, Philadelphia, PA 19104 USA
| | - Allyson P. Mackey
- Department of Psychology, University of Pennsylvania, Philadelphia, PA 19104 USA
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Lohvansuu K, Torppa M, Ahonen T, Eklund K, Hämäläinen JA, Leppänen PHT, Lyytinen H. Unveiling the Mysteries of Dyslexia-Lessons Learned from the Prospective Jyväskylä Longitudinal Study of Dyslexia. Brain Sci 2021; 11:427. [PMID: 33801593 PMCID: PMC8066413 DOI: 10.3390/brainsci11040427] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2021] [Revised: 03/23/2021] [Accepted: 03/24/2021] [Indexed: 01/21/2023] Open
Abstract
This paper reviews the observations of the Jyväskylä Longitudinal Study of Dyslexia (JLD). The JLD is a prospective family risk study in which the development of children with familial risk for dyslexia (N = 108) due to parental dyslexia and controls without dyslexia risk (N = 92) were followed from birth to adulthood. The JLD revealed that the likelihood of at-risk children performing poorly in reading and spelling tasks was fourfold compared to the controls. Auditory insensitivity of newborns observed during the first week of life using brain event-related potentials (ERPs) was shown to be the first precursor of dyslexia. ERPs measured at six months of age related to phoneme length identification differentiated the family risk group from the control group and predicted reading speed until the age of 14 years. Early oral language skills, phonological processing skills, rapid automatized naming, and letter knowledge differentiated the groups from ages 2.5-3.5 years onwards and predicted dyslexia and reading development, including reading comprehension, until adolescence. The home environment, a child's interest in reading, and task avoidance were not different in the risk group but were found to be additional predictors of reading development. Based on the JLD findings, preventive and intervention methods utilizing the association learning approach have been developed.
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Affiliation(s)
- Kaisa Lohvansuu
- Department of Psychology, University of Jyväskylä, P.O. Box 35, FI-40014 Jyväskylä, Finland; (T.A.); (J.A.H.); (P.H.T.L.)
| | - Minna Torppa
- Department of Teacher Education, University of Jyväskylä, P.O. Box 35, FI-40014 Jyväskylä, Finland;
| | - Timo Ahonen
- Department of Psychology, University of Jyväskylä, P.O. Box 35, FI-40014 Jyväskylä, Finland; (T.A.); (J.A.H.); (P.H.T.L.)
- Niilo Mäki Institute, University of Jyväskylä, P.O. Box 35, FI-40014 Jyväskylä, Finland;
| | - Kenneth Eklund
- Faculty of Education and Psychology, University of Jyväskylä, P.O. Box 35, FI-40014 Jyväskylä, Finland;
| | - Jarmo A. Hämäläinen
- Department of Psychology, University of Jyväskylä, P.O. Box 35, FI-40014 Jyväskylä, Finland; (T.A.); (J.A.H.); (P.H.T.L.)
| | - Paavo H. T. Leppänen
- Department of Psychology, University of Jyväskylä, P.O. Box 35, FI-40014 Jyväskylä, Finland; (T.A.); (J.A.H.); (P.H.T.L.)
| | - Heikki Lyytinen
- Niilo Mäki Institute, University of Jyväskylä, P.O. Box 35, FI-40014 Jyväskylä, Finland;
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Leonard JA, Martinez DN, Dashineau SC, Park AT, Mackey AP. Children Persist Less When Adults Take Over. Child Dev 2021; 92:1325-1336. [DOI: 10.1111/cdev.13492] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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6
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Syal S, Torppa M. Task-avoidant behaviour and dyslexia: A follow-up from Grade 2 to age 20. DYSLEXIA (CHICHESTER, ENGLAND) 2019; 25:374-389. [PMID: 31317642 DOI: 10.1002/dys.1627] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/08/2018] [Revised: 05/07/2019] [Accepted: 06/12/2019] [Indexed: 06/10/2023]
Abstract
Task-avoidant behaviour is correlated with reading skills and may have an impact on achieving educational and occupation goals in the long run. Longitudinal studies on task avoidance and its links to reading difficulties are non-existent, however. The present study examines changes and stability of task-avoidant behaviour from childhood (Grade 2), through adolescence (Grades 7 and 9), to early adulthood (age 20) among participants identified with (n = 46) and without dyslexia (n = 151) at Grade 2, with gender effects also examined. Results showed significant changes in task avoidance from Grade 2 to Grade 7 and from Grade 9 to age 20, wherein task avoidance increased from Grade 2 to Grade 9 and then decreased until age 20. Furthermore, low correlations obtained between task avoidance assessments over time indicated instability; thus, task avoidance at one point did not predict task avoidance later on. Differences between those with and without dyslexia emerged only at Grade 2, with higher task avoidance reported in the dyslexia group. Finally, no significant gender-related effects were found for task avoidance at any time point. Together, our findings imply that although task avoidance may be linked to dyslexia in the parental reports of the young study participants, this association does not persist in participants' self-reports at later ages.
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Affiliation(s)
- Samira Syal
- Department of Education, North Carolina State University, Raleigh, NC
| | - Minna Torppa
- Department of Education, North Carolina State University, Raleigh, NC
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7
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Kotaman H. Impact of parenting, reward, and prior achievement on task persistence. LEARNING AND MOTIVATION 2018. [DOI: 10.1016/j.lmot.2018.01.002] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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8
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The child-rearing environment and children's mastery motivation as contributors to school readiness. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2018. [DOI: 10.1016/j.appdev.2018.01.002] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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9
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Medeiros KF, Cress CJ, Lambert MC. Mastery motivation in children with complex communication needs: longitudinal data analysis. Augment Altern Commun 2016; 32:208-18. [DOI: 10.1080/07434618.2016.1179789] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022] Open
Affiliation(s)
- Kara F. Medeiros
- Communication Sciences and Disorders, Worcester State University, MA, USA
| | - Cynthia J. Cress
- Special Education and Communication Disorders, University of Nebraska-Lincoln, NE, USA
| | - Matthew C. Lambert
- Special Education and Communication Disorders, University of Nebraska-Lincoln, NE, USA
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10
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Survival of the scheming: a genetically informed link between the dark triad and mental toughness. Twin Res Hum Genet 2013; 16:1087-95. [PMID: 24074275 DOI: 10.1017/thg.2013.66] [Citation(s) in RCA: 35] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
The present study is the first behavioral genetic investigation of the Dark Triad traits of personality, consisting of Machiavellianism, narcissism, and psychopathy, and the variable of mental toughness, reflecting individual differences in the ability to cope when under pressure. The purpose of this investigation was to explore a potential explanation for the success of individuals exhibiting the Dark Triad traits in workplace and social settings. Participants were adult twins who completed the MACH-IV, the Narcissistic Personality Inventory, and the Self-Report Psychopathy Scale assessing Machiavellianism, narcissism, and psychopathy, respectively, as well as the MT48, measuring mental toughness. Correlational analyses of the data revealed significant positive phenotypic associations between mental toughness and narcissism. Psychopathy and Machiavellianism, however, both showed some significant negative phenotypic correlations with mental toughness. Bivariate behavioral genetic analyses of the data were conducted to assess the extent to which these significant phenotypic correlations were attributable to common genetic and/or common environmental factors. Results indicate that correlations between narcissism and mental toughness were attributable primarily to common non-shared environmental factors, correlations between Machiavellianism and mental toughness were influenced by both common genetic and common non-shared environmental factors, and the correlations between psychopathy and mental toughness were attributable entirely to correlated genetic factors. Implications of these findings in the context of etiology and organizational adaptation are discussed.
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Cipriano-Essel E, Skowron EA, Stifter CA, Teti DM. Heterogeneity in Maltreated and Non-maltreated Preschool Children's Inhibitory Control: The Interplay Between Parenting Quality and Child Temperament. INFANT AND CHILD DEVELOPMENT 2013; 22:501-522. [PMID: 24729743 DOI: 10.1002/icd.1801] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
This study examined the contribution of child temperament, parenting, and their interaction on inhibitory control development in a sample of maltreated and non-maltreated preschool children. One hundred and eighteen mother-child dyads were drawn from predominantly low-income, rural communities. Dyads participated in a laboratory session in which maternal warm autonomy support, warm guidance, and strict/hostile control were observationally coded during a joint teaching task. Independent assessments of children's inhibitory control were obtained, and observers rated children's temperament. After relevant covariates, including income, maternal education, and child age and IQ were controlled for, there were no differences between the maltreatment and non-maltreatment groups in either children's inhibitory control or mothers' behaviours in the laboratory session. Even after much of the variance in children's inhibitory control was accounted for from the covariates, children's temperamental negativity moderated the effects of warm autonomy support on inhibitory control in both maltreatment and non-maltreatment groups. Temperamentally negative children whose mothers displayed more warm autonomy support showed greater inhibitory control, at levels on par with low-negative children. Findings suggest that heterogeneity in children's self-regulation may be due in part to individual differences in sensitivity to caregiver support for children's independence, even among those exposed to maltreatment.
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Affiliation(s)
| | | | | | - Douglas M Teti
- The Pennsylvania State University, University Park, PA, USA
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12
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13
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Externalizing problems, attention regulation, and household chaos: a longitudinal behavioral genetic study. Dev Psychopathol 2012; 24:755-69. [PMID: 22781853 DOI: 10.1017/s0954579412000351] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
Previous research documented a robust link between difficulties in self-regulation and development of externalizing problems (i.e., aggression and delinquency). In this study, we examined the longitudinal additive and interactive genetic and environmental covariation underlying this well-established link using a twin design. The sample included 131 pairs of monozygotic twins and 173 pairs of same-sex dizygotic twins who participated in three waves of annual assessment. Mothers and fathers provided reports of externalizing problems. Teacher report and observer rating were used to assess twin's attention regulation. The etiology underlying the link between externalizing problems and attention regulation shifted from a common genetic mechanism to a common environmental mechanism in the transition across middle childhood. Household chaos moderated the genetic variance of and covariance between externalizing problems and attention regulation. The genetic influence on individual differences in both externalizing problems and attention regulation was stronger in more chaotic households. However, higher levels of household chaos attenuated the genetic link between externalizing problems and attention regulation.
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Abstract
Actigraphs and parent and observer ratings were used to explore genetic influences on continuity and change in activity level (AL) in early childhood. Over 300 pairs of twins wore actigraphs for a 48-hr period in the home and laboratory at ages 2 and 3. AL was genetically influenced at both ages with little evidence of differential heritability across age. For all measures, genetic influences contributed to phenotypic continuity. With the exception of the actigraph measure of AL in the home, new genetic effects emerged at age 3 indicating that genetic factors influence both continuity and change in AL in early childhood. Nonshared environmental influences were also a source of change in AL across the transition from infancy to early childhood.
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Working memory and parent-rated components of attention in middle childhood: a behavioral genetic study. Behav Genet 2011; 42:199-208. [PMID: 21948215 DOI: 10.1007/s10519-011-9508-8] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/04/2011] [Accepted: 09/17/2011] [Indexed: 10/17/2022]
Abstract
The purpose of the current study was to investigate potential genetic and environmental correlations between working memory and three behavioral aspects of the attention network (i.e., executive, alerting, and orienting) using a twin design. Data were from 90 monozygotic (39% male) and 112 same-sex dizygotic (41% male) twins. Individual differences in working memory performance (digit span) and parent-rated measures of executive, alerting, and orienting attention included modest to moderate genetic variance, modest shared environmental variance, and modest to moderate nonshared environmental variance. As hypothesized, working memory performance was correlated with executive and alerting attention, but not orienting attention. The correlation between working memory, executive attention, and alerting attention was completely accounted for by overlapping genetic covariance, suggesting a common genetic mechanism or mechanisms underlying the links between working memory and certain parent-rated indicators of attentive behavior.
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Kim J, Mullineaux PY, Allen B, Deater-Deckard K. Longitudinal studies of anger and attention span: context and informant effects. J Pers 2010; 78:419-40. [PMID: 20433625 DOI: 10.1111/j.1467-6494.2010.00621.x] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
This study examined stabilities of informant and context (home vs. classroom) latent factors regarding anger and attention. Participants included children from the National Institute of Child Health and Development Study of Early Child Care and Youth Development who were measured at 54 months, first grade, and third grade. Latent factors of anger and attention span were structured using different indicators based on mothers', fathers', caregivers', teachers', and observers' reports. We used structural equation modeling to examine the autoregressive effects within a context (stability), the concurrent associations between home and classroom contexts, and informant effects. The results indicated that for both anger and attention (1) there were significant informant effects that influenced stability in a context, (2) there was higher stability in home context than nonhome context, and (3) stability within a context increased over time. The findings suggested that anger was more prone to context effects and informant effects than attention.
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Affiliation(s)
- Jungmeen Kim
- Department of Psychology, Virginia Polytechnic Institute and State University, Blacksburg, VA 24061, USA.
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First graders' literacy and self-regulation gains: The effect of individualizing student instruction. J Sch Psychol 2010; 48:433-55. [PMID: 20728691 DOI: 10.1016/j.jsp.2010.06.003] [Citation(s) in RCA: 79] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2008] [Revised: 06/18/2010] [Accepted: 06/19/2010] [Indexed: 11/22/2022]
Abstract
We examined the effect of individualizing student instruction (ISI; N=445 students, 46 classrooms) on first graders' self-regulation gains compared to a business-as-usual control group. Self-regulation, conceptualized as a constellation of executive skills, was positively associated with academic development. We hypothesized that the ISI intervention's emphasis on teacher planning and organization, classroom management, and the opportunity for students to work independently and in small groups would promote students' self-regulation. We found no main effect of ISI on self-regulation gains. However, for students with weaker initial self-regulation, ISI was associated with greater self-regulation gains compared to peers in control classrooms. The ISI effect on self-regulation was greater when the intervention was more fully implemented.
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19
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Individuals and populations: How biology's theory and data have interfered with the integration of development and evolution. NEW IDEAS IN PSYCHOLOGY 2008. [DOI: 10.1016/j.newideapsych.2007.07.009] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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Biological systems and the development of self-regulation: integrating behavior, genetics, and psychophysiology. J Dev Behav Pediatr 2007; 28:409-20. [PMID: 18049327 DOI: 10.1097/dbp.0b013e3181131fc7] [Citation(s) in RCA: 86] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
Self-regulation is the ability to control inner states or responses with respect to thoughts, emotions, attention, and performance. As such, it is a critical aspect of development and fundamental to personality and behavioral adjustment. In this review, we focus on attentional, cognitive, and emotional control as we discuss the genetic mechanisms and brain mechanisms that contribute to individual differences in self-regulation. We conclude with a discussion of the implications for deviations in the development of this complex construct and suggestions for future research.
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