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Barry KR, Hanson JL, Calma-Birling D, Lansford JE, Bates JE, Dodge KA. Developmental connections between socioeconomic status, self-regulation, and adult externalizing problems. Dev Sci 2022; 25:e13260. [PMID: 35348266 DOI: 10.1111/desc.13260] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2021] [Revised: 01/13/2022] [Accepted: 03/11/2022] [Indexed: 01/13/2023]
Abstract
Children from low socioeconomic status (SES) backgrounds are at particularly heightened risk for developing later externalizing problems. A large body of research has suggested an important role for self-regulation in this developmental linkage. Self-regulation has been conceptualized as a mediator as well as a moderator of these connections. Using data from the Child Development Project (CDP, N = 585), we probe these contrasting (mediating/moderating) conceptualizations, using both Frequentist and Bayesian statistical approaches, in the linkage between early SES and later externalizing problems in a multi-decade longitudinal study. Connecting early SES, physiology (i.e., heart rate reactivity) and inhibitory control (a Stroop task) in adolescence, and externalizing symptomatology in early adulthood, we found the relation between SES and externalizing problems was moderated by multiple facets of self-regulation. Participants from lower early SES backgrounds, who also had high heart rate reactivity and lower inhibitory control, had elevated levels of externalizing problems in adulthood relative to those with low heart rate reactivity and better inhibitory control. Such patterns persisted after controlling for externalizing problems earlier in life. The present results may aid in understanding the combinations of factors that contribute to the development of externalizing psychopathology in economically marginalized youth.
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Affiliation(s)
- Kelly R Barry
- Learning, Research, and Development Center, University of Pittsburgh, Pittsburgh, Pennsylvania, USA
| | - Jamie L Hanson
- Learning, Research, and Development Center, University of Pittsburgh, Pittsburgh, Pennsylvania, USA.,Department of Psychology, University of Pittsburgh, Pittsburgh, Pennsylvania, USA
| | - Destany Calma-Birling
- Institute of Child Development, University of Minnesota, Minneapolis, Minnesota, USA
| | - Jennifer E Lansford
- Center for Child and Family Policy, Duke University, Durham, North Carolina, USA
| | - John E Bates
- Department of Psychological and Brain Sciences, Indiana University Bloomington, Bloomington, Indiana, USA
| | - Kenneth A Dodge
- Center for Child and Family Policy, Duke University, Durham, North Carolina, USA
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Calma-Birling D, Zelazo PD. A network analysis of high school and college students' COVID-19-related concerns, self-regulatory skills, and affect. Am Psychol 2022; 77:727-742. [PMID: 36074568 DOI: 10.1037/amp0001023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The COVID-19 pandemic has disrupted the lives of many high school and college students, and recent studies indicate increased emotional distress in this age group. We examined associations among 10 pandemic-related concerns, 21 affects, and three self-regulatory skills using cross-sectional online survey data from high school and college students in two regions of the United States (Study 1: N = 392 and Study 2: N = 1,200). Network models of regularized partial correlation networks revealed both equifinal and multifinal pathways between specific COVID-19 concerns and positive and negative affects. In both studies, concern about conflict with parents was the pandemic-related concern most strongly connected to negative affects, mindfulness was most strongly connected to pandemic-related concerns and negative affects, and self-compassion was most strongly connected to positive affects. These findings provide greater insight into risk and resilience factors associated with students' emotional well-being during the first year of the COVID-19 pandemic. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
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Senzaki S, Cowell JM, Shimizu Y, Calma-Birling D. Emotion or Evaluation: Cultural Differences in the Parental Socialization of Moral Judgement. Front Hum Neurosci 2022; 16:867308. [PMID: 35754765 PMCID: PMC9226376 DOI: 10.3389/fnhum.2022.867308] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2022] [Accepted: 03/30/2022] [Indexed: 11/17/2022] Open
Abstract
Moral reasoning develops rapidly in early childhood. Recent evidence from cognitive neuroscience literature suggests that the development of moral reasoning is supported by an integration of cognitive and affective components. However, the role of culture in the development of moral reasoning in young children is under-investigated. Previous cross-cultural research suggests that culture shapes how people interpret other's behaviors. In particular, people raised in independent cultures, such as the United States, tend to form impressions of others and attribute others' behaviors to their personal dispositions more quickly than people raised in interdependent cultures, such as Japan. In the present cross-cultural study, we examined parents' discourse with children in Japan and the United States. Parents and their 3- to 4-year-old children were asked to view and discuss cartoon characters depicting prosocial and antisocial acts. Results indicated that in both cultures, parents discussed about moral actions (e.g., helping, harming) of characters. Furthermore, United States parents were more likely to evaluate dispositional characteristics of characters based on their pro-social and anti-social acts, whereas Japanese parents were more likely to refer to emotion of the characters who got hurt. We discuss implications of cross-cultural differences and similarities in parental moral socialization and the development of moral reasoning in young children.
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Affiliation(s)
- Sawa Senzaki
- Department of Psychology, University of Wisconsin–Green Bay, Green Bay, WI, United States,*Correspondence: Sawa Senzaki,
| | - Jason M. Cowell
- Department of Psychology, University of Wisconsin–Green Bay, Green Bay, WI, United States
| | - Yuki Shimizu
- Faculty of Letters, Arts and Sciences, Waseda University, Tokyo, Japan
| | - Destany Calma-Birling
- Institute of Child Development, University of Minnesota, Minneapolis, MN, United States
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Senzaki S, Shimizu Y, Calma-Birling D. The development of temperament and maternal perception of child: A cross-cultural examination in the United States and Japan. Pers Individ Dif 2021; 170:110407. [PMID: 33281256 PMCID: PMC7717517 DOI: 10.1016/j.paid.2020.110407] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
Previous research shows cross-cultural differences in adult personality and child temperament, yet the developmental origin of these cultural differences remains unclear. To understand a potential role of socialization grounded in cultural values, this study investigated culturally specific maternal perceptions of child and children's development of temperament in the U.S. and Japan. Maternal perception of child was assessed via maternal interview in the U.S. (n = 42) and Japan (n = 40). Six months after the interview, child's temperament was assessed. Cross-cultural differences in maternal perception of child and child's temperament, and the relation between the two were analyzed. US-American infants scored higher on the surgency/extraversion trait than Japanese infants, whereas Japanese infants scored higher on the negative affectivity/neuroticism trait than US-American infants. US-American mothers used more positive evaluation and private/autonomy descriptions of their infants, whereas Japanese mothers used more negative evaluation and context-specific descriptions of their infants by making references to other people, time, or location. Child's negative affectivity trait was closely related to maternal perception of child's social/context characteristics and negative evaluations. The findings provide support for the socio-cultural framework of temperament development and suggest an important consideration of cultural factors when designing educational and parenting programs.
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Affiliation(s)
- Sawa Senzaki
- University of Wisconsin-Green Bay, Department of Psychology, 2420 Nicolet Drive MAC C315, Green Bay, WI 54311, USA
| | - Yuki Shimizu
- Saitama University, Faculty of Education, Saitama, Saitama Prefecture 338-8570, Japan
| | - Destany Calma-Birling
- University of Minnesota, Institute of Child Development, 51 E River Parkway, Minneapolis, MN 55455, USA
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Becker S, Bräscher AK, Bannister S, Bensafi M, Calma-Birling D, Chan RCK, Eerola T, Ellingsen DM, Ferdenzi C, Hanson JL, Joffily M, Lidhar NK, Lowe LJ, Martin LJ, Musser ED, Noll-Hussong M, Olino TM, Pintos Lobo R, Wang Y. The role of hedonics in the Human Affectome. Neurosci Biobehav Rev 2019; 102:221-241. [PMID: 31071361 PMCID: PMC6931259 DOI: 10.1016/j.neubiorev.2019.05.003] [Citation(s) in RCA: 29] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2018] [Revised: 03/25/2019] [Accepted: 05/03/2019] [Indexed: 01/06/2023]
Abstract
Experiencing pleasure and displeasure is a fundamental part of life. Hedonics guide behavior, affect decision-making, induce learning, and much more. As the positive and negative valence of feelings, hedonics are core processes that accompany emotion, motivation, and bodily states. Here, the affective neuroscience of pleasure and displeasure that has largely focused on the investigation of reward and pain processing, is reviewed. We describe the neurobiological systems of hedonics and factors that modulate hedonic experiences (e.g., cognition, learning, sensory input). Further, we review maladaptive and adaptive pleasure and displeasure functions in mental disorders and well-being, as well as the experience of aesthetics. As a centerpiece of the Human Affectome Project, language used to express pleasure and displeasure was also analyzed, and showed that most of these analyzed words overlap with expressions of emotions, actions, and bodily states. Our review shows that hedonics are typically investigated as processes that accompany other functions, but the mechanisms of hedonics (as core processes) have not been fully elucidated.
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Affiliation(s)
- Susanne Becker
- Department of Cognitive and Clinical Neuroscience, Central Institute of Mental Health, Medical Faculty Mannheim, Heidelberg University, J5, 68159 Mannheim, Germany.
| | - Anne-Kathrin Bräscher
- Department of Clinical Psychology, Psychotherapy and Experimental Psychopathology, University of Mainz, Wallstr. 3, 55122 Mainz, Germany.
| | | | - Moustafa Bensafi
- Research Center in Neurosciences of Lyon, CNRS UMR5292, INSERM U1028, Claude Bernard University Lyon 1, Lyon, Centre Hospitalier Le Vinatier, 95 bd Pinel, 69675 Bron Cedex, France.
| | - Destany Calma-Birling
- Department of Psychology, University of Wisconsin-Oshkosh, 800 Algoma, Blvd., Clow F011, Oshkosh, WI 54901, USA.
| | - Raymond C K Chan
- Neuropsychology and Applied Cognitive Neuroscience Laboratory, CAS Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing 100101, China.
| | - Tuomas Eerola
- Durham University, Palace Green, DH1 RL3, Durham, UK.
| | - Dan-Mikael Ellingsen
- Martinos Center for Biomedical Imaging, Massachusetts General Hospital, Harvard Medical School, CNY149-2301, 13th St, Charlestown, MA 02129, USA.
| | - Camille Ferdenzi
- Research Center in Neurosciences of Lyon, CNRS UMR5292, INSERM U1028, Claude Bernard University Lyon 1, Lyon, Centre Hospitalier Le Vinatier, 95 bd Pinel, 69675 Bron Cedex, France.
| | - Jamie L Hanson
- University of Pittsburgh, Department of Psychology, 3939 O'Hara Street, Rm. 715, Pittsburgh, PA 15206, USA.
| | - Mateus Joffily
- Groupe d'Analyse et de Théorie Economique (GATE), 93 Chemin des Mouilles, 69130, Écully, France.
| | - Navdeep K Lidhar
- Department of Psychology, University of Toronto Mississauga, Mississauga, ON L5L 1C6, Canada.
| | - Leroy J Lowe
- Neuroqualia (NGO), 36 Arthur Street, Truro, NS, B2N 1X5, Canada.
| | - Loren J Martin
- Department of Psychology, University of Toronto Mississauga, Mississauga, ON L5L 1C6, Canada.
| | - Erica D Musser
- Department of Psychology, Center for Childen and Families, Florida International University, 11200 SW 8th St., Miami, FL 33199, USA.
| | - Michael Noll-Hussong
- Clinic for Psychiatry and Psychotherapy, Division of Psychosomatic Medicine and Psychotherapy, Saarland University Medical Centre, Kirrberger Strasse 100, D-66421 Homburg, Germany.
| | - Thomas M Olino
- Temple University, Department of Psychology, 1701N. 13th St, Philadelphia, PA 19010, USA.
| | - Rosario Pintos Lobo
- Department of Psychology, Center for Childen and Families, Florida International University, 11200 SW 8th St., Miami, FL 33199, USA.
| | - Yi Wang
- Neuropsychology and Applied Cognitive Neuroscience Laboratory, CAS Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing 100101, China.
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Abstract
Mindfulness practices improve cognition, emotional balance, and well-being in clinical and non-clinical populations. The bulk of mindfulness research in higher education has focused on improving psychological and cognitive variables, leaving academic performance largely unexplored. We investigated the effects of a brief mindfulness intervention on quiz performance in two sections of an undergraduate upper-level human development class ( N = 67). We used a between-group experimental design (waiting control group) and compared student quiz scores. Students assigned to practice mindfulness performed better on the first two quizzes than the control group. When the control group received the mindfulness intervention, there was no significant difference on quiz performance between the two groups. Mindfulness training did not impact state mindfulness or exam scores. Taken together, our results suggest that small doses of mindfulness training can briefly enhance students' knowledge retention of lecture content.
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