No abstract

This study examined the direct and indirect pathways from maternal effortful control to two aspects of children’s self-regulation – executive functioning and behavioral regulation – via maternal emotional support. Two hundred and seventy eight children and their primary caregivers (96% mothers) participated in laboratory visits when children were 4 and 5 years, and teachers reported on children’s behavior at kindergarten. At the 4-year assessment, maternal effortful control was measured using the Adult Temperament Questionnaire (ATQ; Evans & Rothbart, 2007) and maternal emotional support was observed during a semi-structured mother-child problem-solving task. At the 5-year assessment, children’s executive functioning was measured using laboratory tasks designed to assess updating/working memory, inhibitory control, and cognitive flexibility, whereas behavioral regulation was assessed via teacher-report questionnaires on children’s attention control, discipline and persistence, and work habits. Results from structural equation modeling indicated that, after controlling for child gender and minority status, and maternal education, maternal effortful control was indirectly associated with both child executive functioning and behavioral regulation through maternal emotional support. Maternal effortful control had a direct association with children’s teacher-reported behavioral regulation but not observed executive functioning. These findings suggest that maternal effortful control may be a key contributing factor to the development of children’s self-regulatory competencies through its impact on maternal emotional support.

Trajectories of baseline RSA (respiratory sinus arrhythmia), an index of reactivity, and vagal withdrawal, an index of regulation, across the preschool period were examined. In addition, maternal emotional support was investigated as a potential time-varying predictor of these trajectories. Physiological measures were obtained during frustration tasks, and a maternal emotional support measure was assessed via maternal report and direct observation. Children’s baseline RSA and vagal withdrawal scores were moderately stable across the preschool period. Growth models indicated that children’s baseline RSA scores changed linearly over the preschool years, and there was significant variability in withdrawal trajectories. Greater maternal emotional support predicted higher initial withdrawal levels and lower emotional support was associated with the greatest increase in withdrawal over time. This suggests that children of higher emotionally supportive mothers reached higher levels of physiological regulation earlier in development and therefore did not show the same increase across preschool as children of less supportive mothers. Maternal emotional support was not significantly related to trajectories of baseline RSA.

We apply a biopsychosocial conceptualization to attention development in the first year and examine the role of neurophysiological and social processes on the development of early attention processes. We tested whether maternal behavior measured during two mother-child interaction tasks when infants (N=388) were 5 months predicted infant medial frontal (F3/F4) EEG power and observed attention behavior during an attention task at 10 months. After controlling for infant attention behavior and EEG power in the same task measured at an earlier 5-month time point, results indicated a significant direct and positive association from 5-month maternal positive affect to infant attention behavior at 10 months. However, maternal positive affect was not related to medial frontal EEG power. In contrast, 5-month maternal intrusive behavior was associated with infants’ task-related EEG power change at the left frontal location, F3, at 10 months of age. The test of indirect effects from 5-month maternal intrusiveness to 10-month infant attention behavior via infants’ EEG power change at F3 was significant. These findings suggest that the development of neural networks serving attention processes may be one mechanism through which early maternal behavior is related to infant attention development in the first year and that intrusive maternal behavior may have a particularly disruptive effect on this process.

Two hundred and thirty-three 5-month-old infants and their mothers participated in a study designed to examine the influence of maternal sensitivity and infant neurophysiology, as well as interactions between these, on infants’ regulatory behavior and reactivity to emotional challenge. Maternal sensitivity was measured during two mother-child free-play episodes prior to the challenge task. Infant neurophysiology was derived from a measure of resting EEG asymmetry collected during a baseline episode. Infant regulatory behaviors (mother orienting and distraction) and reactivity to challenge (negative affect) were assessed during an arm restraint procedure. Maternal sensitivity predicted mother orienting behavior for all infants, regardless of baseline EEG asymmetry. Maternal sensitivity also predicted more distraction behaviors for infants with left frontal EEG asymmetry at baseline. In contrast, maternal sensitivity predicted more negative affect for infants with right frontal EEG asymmetry at baseline. These findings lend support for the hypothesis that maternal sensitivity and infant neurophysiological functioning interact to predict regulatory behavior and reactivity and are discussed in terms of the significance for understanding infant regulatory development in the first year of life.