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124
Self-regulatory processes in early personality development: A multilevel approach to the study of childhood social withdrawal and aggression.
- Development and Psychopathology,
, 2002
"... Abstract: Self-regulatory processes are believed to be critical to early personality and behavioral adjustment. Such processes can be observed on multiple levels, including the physiological, attentional, emotional, cognitive, and interpersonal domains of functioning. Data from several longitudinal ..."
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Abstract: Self-regulatory processes are believed to be critical to early personality and behavioral adjustment. Such processes can be observed on multiple levels, including the physiological, attentional, emotional, cognitive, and interpersonal domains of functioning. Data from several longitudinal studies suggest links between early temperamental tendencies such as behavioral inhibition and frustration tolerance, and regulatory developments at the levels of physiological, attentional, and emotional regulation. Deficits in these particular levels of self-regulation may underlie childhood social withdrawal and aggression. Significant gaps remain in our knowledge of the pathways to disordered behavior and the role that self-regulation plays in such pathways. Suggestions are made for the ways in which future longitudinal studies might address these gaps. Article: During the last several years, the discipline of developmental psychopathology has produced a corpus of research underscoring the importance for social development and behavioral adjustment of individual differences in personality
The Development of Self-Control of Emotion: Intrinsic and Extrinsic Influences 1
"... In this paper, we review evidence that supports the notion that intrinsic and extrinsic factors contribute to the development of self-control of emotions. Intrinsic factors include the infant’s temperament, and cognitive processes such as attention and inhibitory control. Extrinsic factors involve t ..."
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Cited by 36 (4 self)
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In this paper, we review evidence that supports the notion that intrinsic and extrinsic factors contribute to the development of self-control of emotions. Intrinsic factors include the infant’s temperament, and cognitive processes such as attention and inhibitory control. Extrinsic factors involve the caregiving environment, sibling and peer relationships, and cultural expectations regarding emotional displays. Integrative approaches to the study of the development of self-control of emotion will be most fruitful if investigations examine the interplay, over time, among these internal and external factors. KEY WORDS: self control of emotions; temperament; cognitive processes; caregiver-child interaction. Self-control is a capacity that develops over the first years of life and has profound effects upon the child’s behavioral repertoire (Kochanska, Coy, & Murray, 2001; Kopp, 1982). Notions of self-control are discussed in the psychological literature in relation to the development of motor skills, attention and cognition, and with regard to emotion (Calkins, 1994; Gross, 1999; Posner & Rothbart, 2000). The capacity to control expression of emotion, particularly negative emotions, develops over the first years of life and has particular importance for the unfolding of appropriate and adaptive social behavior (Eisenberg et al., 1996;
Serotonergic function, two-mode models of self-regulation, and vulnerability to depression: What depression has in common with impulsive aggression
- Psychological Bulletin
, 2008
"... Evidence from diverse literatures supports the viewpoint that two modes of self-regulation exist, a lower-order system that responds quickly to associative cues of the moment and a higher-order system that responds more reflectively and planfully; that low serotonergic function is linked to relative ..."
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Cited by 34 (6 self)
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Evidence from diverse literatures supports the viewpoint that two modes of self-regulation exist, a lower-order system that responds quickly to associative cues of the moment and a higher-order system that responds more reflectively and planfully; that low serotonergic function is linked to relative dominance of the lower-order system; that how dominance of the lower-order system is manifested depends on additional variables; and that low serotonergic function therefore can promote behavioral patterns as divergent as impulsive aggression and lethargic depression. Literatures reviewed include work on two-mode models; studies of brain function supporting the biological plausibility of the two-mode view and the involvement of serotonergic pathways in functions pertaining to it; and studies relating low serotonergic function to impulsiveness, aggression (including extreme violence), aspects of personality, and depression vulnerability. Substantial differences between depression and other phenomena reviewed are interpreted by proposing that depression reflects both low serotonergic function and low reward sensitivity. The article closes with brief consideration of the idea that low serotonergic function relates to even more diverse phenomena, whose natures depend in part on sensitivities of other systems.
Translating emotion theory and research into preventive interventions
- Psychological Bulletin
, 2002
"... Scientific advances in the field of emotions suggest a framework for conceptualizing the emotion-related aspects of prevention programs that aim to enhance children’s socioemotional competence and prevent the emergence of behavior problems and psychopathology. A conception of emotions as inherently ..."
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Cited by 32 (2 self)
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Scientific advances in the field of emotions suggest a framework for conceptualizing the emotion-related aspects of prevention programs that aim to enhance children’s socioemotional competence and prevent the emergence of behavior problems and psychopathology. A conception of emotions as inherently adaptive and motivational and the related empirical evidence from several disciplines and specialities suggest 7 principles for developing preventive interventions: the utilization of positive and negative emotions, emotion modulation as a mediator of emotion utilization, emotion patterns in states and traits, different processes of emotion activation, emotion communication in early life, and the development of connections for the modular and relatively independent emotions and cognitive systems. Each principle’s practical implications and application in current prevention programs are discussed. Almost from its beginning, psychology has consisted of both a science and a profession, and an uneasy relation between the two. William James (1890/1950), who defined the field more than a century ago, had a lab and saw patients, but the relations between his science and practice have remained largely unknown (Taylor, 1999). This uneasy relation between the major aspects of psychol-ogy continued through the 20th century, leaving a wide gulf between the science and practice of psychology (Weisz, Donen-berg, Han, & Weiss, 1995). Experts have noted the dearth of mental health projects that integrate theory, findings from basic research, intervention, and careful evaluation of treatments or
Evidence for a gene–environment interaction in predicting behavioral inhibition in middle childhood
- L., SECTION: 5-HTTLPR AND UNRESOLVED ATTACHMENT
, 2005
"... ABSTRACT—Gene-environment interactions are presumed to shape human behavior during early development. However, no human research has demonstrated that such interactions lead to stable individual differences in fear responses. We tested this possibility by focusing on a polymorphism in the promoter r ..."
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ABSTRACT—Gene-environment interactions are presumed to shape human behavior during early development. However, no human research has demonstrated that such interactions lead to stable individual differences in fear responses. We tested this possibility by focusing on a polymorphism in the promoter region of the gene for the serotonin transporter (5-HTT). This polymorphism has been linked to many indices of serotonin activity. Specifically, we tested the hypothesis that an interaction between children’s 5-HTTstatus and maternal reports of social support predicts inhibited behavior with unfamiliar peers in middle childhood. Results were consistent with this hypothesis: Children with the combination of the short 5-HTT allele and low social support had increased risk for behavioral inhibition in middle childhood. Various mammalian species exhibit stable individual differences in fearful behavior that reflect gene-environment interactions. For example, studies in rodents show that environmental influences produce individual differences in fear responses through interactions with genes (Gross & Hen, 2004; Meaney, 2001). Recently, studies have implicated a functional polymorphism in the promoter region of the serotonin transporter (5-HTT) in these Address correspondence to Nathan A. Fox, University of Maryland-
Behavioral inhibition and anxiety disorders: Multiple levels of a resilience process
, 2007
"... Behavioral inhibition is reported to be one of the most stable temperamental characteristics in childhood. However, there is also evidence for discontinuity of this trait, with infants and toddlers who were extremely inhibited displaying less withdrawn social behavior as school-age children or adole ..."
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Cited by 22 (9 self)
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Behavioral inhibition is reported to be one of the most stable temperamental characteristics in childhood. However, there is also evidence for discontinuity of this trait, with infants and toddlers who were extremely inhibited displaying less withdrawn social behavior as school-age children or adolescents. There are many possible explanations for the discontinuity in this temperament over time. They include the development of adaptive attention and regulatory skills, the influence of particular styles of parenting or caregiving contexts, and individual characteristics of the child such as their level of approach–withdrawal motivation or their gender. These discontinuous trajectories of behaviorally inhibited children and the factors that form them are discussed as examples of the resilience process.
Epigenetic inheritance and the intergenerational transfer of experience
- Psychol. Bull
, 2005
"... Currently, behavioral development is thought to result from the interplay among genetic inheritance, congen-ital characteristics, cultural contexts, and parental practices as they directly impact the individual. Evolutionary ecology points to another contributor, epigenetic inheritance, the transmis ..."
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Cited by 18 (0 self)
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Currently, behavioral development is thought to result from the interplay among genetic inheritance, congen-ital characteristics, cultural contexts, and parental practices as they directly impact the individual. Evolutionary ecology points to another contributor, epigenetic inheritance, the transmission to offspring of parental phenotypic responses to environmental challenges—even when the young do not experience the challenges themselves. Genetic inheritance is not altered, gene expression is. Organismic pathways for such transmission exist. Maternal stress during the latter half of a daughter’s gestation may affect not only the daughter’s but also grand-offspring’s physical growth. The author argues that temperamental variation may be influenced in the same way. Implications for theory and research design are presented along with testable predictions.
Psychophysiological and behavioral evidence for varying forms and functions of nonsocial behavior in preschoolers
- Child Development
, 2004
"... Four-year-old children showing low levels of social behavior in a laboratory play session with unfamiliar peers were classified as reticent (unoccupied or onlooking behaviors) or solitary-passive (solitary constructive or exploratory play). Compared with a group of more social children, the children ..."
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Cited by 16 (10 self)
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Four-year-old children showing low levels of social behavior in a laboratory play session with unfamiliar peers were classified as reticent (unoccupied or onlooking behaviors) or solitary-passive (solitary constructive or exploratory play). Compared with a group of more social children, the children in both low-social groups were rated high on maternal reports of shyness and displayed a pattern of right frontal EEG asymmetry. However, only the reticent group was elevated on measures indicative of a fearful temperament, both concurrently and retrospectively. A subset of children in the solitary-passive group showed increasing levels of reticent behavior over the course of the visit, suggesting that for some children solitary-passive behaviors provide a means for coping with feelings of unease. Among preschoolers, a group of children variously described as shy or socially withdrawn stands out. Unlike their peers, these children engage in low levels of social interaction, particularly with unfamiliar people or in novel settings. For instance, when in the company of unfamiliar peers, some children stand back from the group, take a long time to respond
Psychological, autonomic, and serotonergic correlates of parasuicide among adolescent girls. Development and Psychopathology
, 2005
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