A longitudinal perspective on the association between cognition and temperamental shyness

Wolfe, Christy D.; Zhang, Jing; Kim‐Spoon, Jungmeen; Bell, Martha Ann

doi:10.1177/0165025413516257

Cited by 19 publications

(19 citation statements)

References 67 publications

(109 reference statements)

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“…We are adding to our data set annually and collaborating with other primate centers to implement our cognitive testing protocol. Importantly, the intersections of cognition and temperament will be essential to understand the extent to which performance on cognitive tasks reflect affective state versus cognitive architecture (Wolfe, Zhang, Kim-Spoon, & Bell, 2014). Another limitation is that maternal GC (either in hair or in milk) may be correlated with maternal temperament and/or parenting style, and this may explain in part our findings relating milk cortisol with infant cognitive performance.…”

Section: Discussionmentioning

confidence: 99%

Cortisol in Neonatal Mother's Milk Predicts Later Infant Social and Cognitive Functioning in Rhesus Monkeys

et al. 2017

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Milk provides not only the building blocks for somatic development but also the hormonal signals that contribute to the biopsychological organization of the infant. Among mammals, glucocorticoids (GCs) in mother's milk have been associated with infant temperament. This study extended prior work to investigate rhesus monkey (Macaca mulatta) mother-infant dyads (N = 34) from birth through 8 months postpartum. Regression analysis revealed that cortisol concentrations in milk during the neonatal period predicted impulsivity on a cognitive task, but not global social behaviors, months later. During this time period, sex-differentiated social behavior emerged. For female infants, milk cortisol concentrations predicted total frequency of play. Collectively, these findings support and extend the "lactational programming" hypothesis on the impact of maternal-origin hormones ingested via milk.

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Section: Discussionmentioning

confidence: 99%

Cortisol in Neonatal Mother's Milk Predicts Later Infant Social and Cognitive Functioning in Rhesus Monkeys

et al. 2017

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“…In a study that assessed executive functioning five times between 5-months and 4-years of age, rank-order stability of individual differences was modest, ranging from .03 to .19 (Wolfe, Zhang, Kim-Spoon, & Bell, 2014). Larger but still modest rank-order stability of executive functioning, ranging from .24 to .28, have been reported from 18 to 26 months of age (Bernier, Carlson, & Whipple, 2010).…”

Section: Foundational Considerationsmentioning

confidence: 99%

Intergenerational transmission of self-regulation: A multidisciplinary review and integrative conceptual framework.

Bridgett¹,

Burt²,

Edwards³

et al. 2015

Psychological Bulletin

490

476

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This review examines mechanisms contributing to the intergenerational transmission of self-regulation. To provide an integrated account of how self-regulation is transmitted across generations, we draw from over 75 years of accumulated evidence, spanning case studies to experimental approaches, in literatures covering developmental, social, and clinical psychology, and criminology, physiology, genetics, and human and animal neuroscience (among others). First, we present a taxonomy of what self-regulation is and then examine how it develops – overviews that guide the main foci of the review. Next, studies supporting an association between parent and child self-regulation are reviewed. Subsequently, literature that considers potential social mechanisms of transmission, specifically parenting behavior, inter-parental (i.e., marital) relationship behaviors, and broader rearing influences (e.g., household chaos) are considered. Finally, literature providing evidence that prenatal programming may be the starting point of the intergenerational transmission of self-regulation is covered, along with key findings from the behavioral and molecular genetics literatures. To integrate these literatures, we introduce the Self-Regulation Intergenerational Transmission Model, a framework that brings together prenatal, social, and neurobiological mechanisms (spanning endocrine, neural, and genetic levels, including gene-environment interplay and epigenetic processes) to explain the intergenerational transmission of self-regulation. This model also incorporates potential transactional processes between generations (e.g., children’s self-regulation and parent-child interaction dynamics that may affect parents’ self-regulation) that further influence intergenerational processes. In pointing the way forward, we note key future directions and ways to address limitations in existing work throughout the review and in closing. We also conclude by noting several implications for intervention work.

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“…There are correlations between NA and EF in young children. For example, the level of anger shown by preschool age children is negatively related to concurrent EF ability (Hughes, White, Sharpen, & Dunn, 2000), whereas shyness at 3 years is negatively associated with EF at 4 years (Wolfe, Zhang, Kim-Spoon, & Bell, 2014).…”

Section: Negative Affectivity and Academic Achievementmentioning

confidence: 99%

Executive Function Mediates the Association Between Toddler Negative Affectivity and Early Academic Achievement

Liu

Blankenship

Broomell

et al. 2018

Early Education and Development

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Research Findings We examined the nature of association between toddler negative affectivity (NA) and later academic achievement by testing early childhood executive function (EF) as a mediator that links children’s temperament and their performance on standardized math and reading assessments. One hundred eighty-four children (93 boys, 91 girls) participated in our longitudinal study. Children’s NA was measured at age 2 and EF at age 4. At age 6, academic achievement in reading and mathematics were assessed using the Woodcock Johnson III Tests of Achievement (Woodcock, McGrew, & Mather, 2001). Results indicated that NA at age 2 negatively predicted EF at age 4, which positively predicted mathematics achievement and reading achievement at age 6. Age 4 EF mediated the relation between age 2 NA and age 6 academic achievement on both reading and math. These findings highlight the significance of considering both NA and EF in conversations about children’s academic achievement. Practice or Policy For children with temperamentally high NA, focusing on efforts to enhance emotion regulation and EF during the preschool years may benefit their later mathematics and reading achievement.

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A longitudinal perspective on the association between cognition and temperamental shyness

Cited by 19 publications

References 67 publications

Cortisol in Neonatal Mother's Milk Predicts Later Infant Social and Cognitive Functioning in Rhesus Monkeys

Cortisol in Neonatal Mother's Milk Predicts Later Infant Social and Cognitive Functioning in Rhesus Monkeys

Intergenerational transmission of self-regulation: A multidisciplinary review and integrative conceptual framework.

Executive Function Mediates the Association Between Toddler Negative Affectivity and Early Academic Achievement

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