Cognition and Emotion in Development

Bell, Martha Ann; Wolfe, Christy D.; Diaz, Anjolii; Liu, Ran

doi:10.1007/978-3-030-17332-6_15

Cited by 7 publications

(23 citation statements)

References 213 publications

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“…Emotion is affected by environmental event, physiological condition and cognitive function, among which cognitive function is a key factor determining emotion. 7 Executive function is a set of high-order cognitive processes that encompass the capacity to control other cognitive processes when completing complex cognitive tasks, which enables individuals to achieve socially adaptive behaviors and goal-oriented actions. 8,9 Executive function includes three core components: working memory, inhibitory control and cognitive flexibility.…”

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confidence: 99%

Cognitive training improves emotion regulation in Chinese preschool children

Xie

Liu

Fang

2021

Pediatrics International

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Background: The ability to regulate emotion effectively plays a key role in child psychosocial development and mental health. The current study examines the effect of cognitive training for executive function on emotion regulation in Chinese preschool children, and further investigate the underlying mediating mechanisms. Methods: A cluster randomized control trial design with pre-test and post-test was conducted in 61 preschool children aged 3-6 years in China. The intervention group consisted of 30 children who received eight cognitive training sessions on executive function, while the control group consisted of 31 children who did not receive any psychological training. Children's executive function was measured individually via five laboratory tasks both in the pre-test and post-test. Adaptive and maladaptive emotion regulation strategies were coded in emotion-elicit contexts. Results: Intervention group outperformed control group in working memory and inhibitory control. Children in the intervention group exhibited increased use of adaptive emotion regulation strategies and decreased use of maladaptive emotion regulation strategies than children in the control group. Mediation analyses indicated that there were significantly indirect effects of Intervention Condition on the gain scores of adaptive and maladaptive emotion regulation strategies through the gain score of inhibitory control. Conclusions: Executive function training effectively promotes working memory, inhibitory control and the use of adaptive emotion regulation strategies, and reduces the use of maladaptive emotion regulation strategies. In addition, executive function training improves the use of adaptive and maladaptive emotion regulation strategies through the enhancement of inhibitory control capacity.

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confidence: 99%

Cognitive training improves emotion regulation in Chinese preschool children

Xie

Liu

Fang

2021

Pediatrics International

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“…Neurocognitive theories of early childhood development recognize the dynamic and interactive relationships between cognitive and emotional development as described by the construct of temperament (Bell et al, 2019; Cole et al, 2004; Wolfe & Bell, 2007). Although once thought to be relatively stable over time, it is now known that the self‐regulation of emotional reactivity emerges in late infancy, continues to develop throughout childhood, and is associated with control over attentional processes.…”

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confidence: 99%

“…Although once thought to be relatively stable over time, it is now known that the self‐regulation of emotional reactivity emerges in late infancy, continues to develop throughout childhood, and is associated with control over attentional processes. At the same time, cognitive control is simultaneously developing (Bell et al, 2019; Wolfe & Bell, 2007). The trajectories of these two related and interactive systems have rarely been explored longitudinally in a genetically informed sample.…”

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confidence: 99%

“…High emotional reactivity can interfere both with schooling and with the testing situation in which cognitive abilities are measured (Bohn‐Gettler & Rapp, 2014). Persistence involves staying on task and is related to concepts such as effortful control (Bell et al, 2019; Smithers et al, 2018). Persistence and reactivity are two aspects of temperament strongly linked with self‐regulation (Bell et al, 2019; Chong et al, 2019).…”

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confidence: 99%

“…Persistence involves staying on task and is related to concepts such as effortful control (Bell et al, 2019; Smithers et al, 2018). Persistence and reactivity are two aspects of temperament strongly linked with self‐regulation (Bell et al, 2019; Chong et al, 2019). Finally, approach—or extraversion and its opposite, shyness—indicates the degree of comfort with new situations or people and can interfere with learning and achievement (Chong et al, 2019; Eggum‐Wilkens et al, 2014).…”

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confidence: 99%

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Socioeconomic status impacts genetic influences on the longitudinal dynamic relationship between temperament and general cognitive ability in childhood: The Louisville Twin Study

et al. 2021

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The current analysis investigates genetic and environmental influences on the bidirectional relationships between temperament and general cognitive ability (GCA).Measures of GCA and three temperament factors (persistence, approach, and reactivity) were collected from 486 children ages 4-9 years (80% white, 50% female) from the Louisville Twin Study from 1976 to 1998. The results indicated a bidirectional dynamic model of temperament influencing subsequent GCA and GCA influencing subsequent temperament. The dynamic relationship between temperament and GCA arose primarily from shared genetic variance, particularly in families with higher socioeconomic status, where input from temperament contributed on average 20% to genetic variance in GCA versus 0% in lower SES families.

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Maternal mental health mediates links between socioeconomic status and child development

2022

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The impact of socioeconomic status (SES) on early child development is well-established, but the mediating role of parental mental health is poorly understood. Data were obtained from The Avon Longitudinal Study of Parents and Children (ALSPAC; n = 13,855), including measures of early SES (age 8 months), key aspects of development during mid-late childhood (ages 7–8 years), and maternal mental health during early childhood (ages 0–3 years). In the first year of life, better maternal mental health was shown to weaken the negative association between SES and child mental health. Better maternal mental health was additionally shown to weaken the association between SES and child cognitive ability. These findings highlight the variability and complexity of the mediating role of parental mental health on child development. They further emphasise the importance of proximal factors in the first year of life, such as parental mental health, in mediating key developmental outcomes.

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Cognition and Emotion in Development

Cited by 7 publications

References 213 publications

Cognitive training improves emotion regulation in Chinese preschool children

Cognitive training improves emotion regulation in Chinese preschool children

Socioeconomic status impacts genetic influences on the longitudinal dynamic relationship between temperament and general cognitive ability in childhood: The Louisville Twin Study

Maternal mental health mediates links between socioeconomic status and child development

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