Emotional and attentional predictors of self-regulation in early childhood

Stępień–Nycz, Małgorzata; Rostek, Irmina; Byczewska-Konieczny, Karolina; Kosno, Magdalena; Białecka‐Pikul, Marta; Białek, Arkadiusz

doi:10.1515/ppb-2015-0049

Cited by 7 publications

(9 citation statements)

References 47 publications

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“…Hierarchical regression models showed that higher levels of neonatal attention (i.e., ability to attend and respond to environmental stimuli) predicted a continued withdrawal of RSA during reunion, suggesting that these infants might take longer to recover from the stress of the still‐face episode. This result is surprising because we had hypothesized the opposite pattern based on the extant literature on the role of high attention in facilitating the development of regulatory abilities (Rothbart et al, 2011; Stępień‐Nycz et al, 2015; Wu et al, 2021). One explanation is that the stressor used in the present study is an attachment‐relevant stressor (i.e., the psychological separation from a caregiver that is the source of infants’ stress).…”

Section: Discussionmentioning

confidence: 82%

Developmental foundations of physiological dynamics among mother–infant dyads: The role of newborn neurobehavior

et al. 2022

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This study tested whether newborn attention and arousal provide a foundation for the dynamics of respiratory sinus arrhythmia (RSA) in mother–infant dyads. Participants were 106 mothers (Mage = 29.54) and their 7‐month‐old infants (55 males and 58 White and non‐Hispanic). Newborn attention and arousal were measured shortly after birth using the NICU Network Neurobehavioral Scale. Higher newborn arousal predicted a slower return of infant RSA to baseline. Additionally, greater newborn attention predicted mothers’ slower return to baseline RSA following the still‐face paradigm, and this effect only held for mothers whose infants had lower newborn arousal. These findings suggest that newborn neurobehavior, measured within days of birth, may contribute to later mother–infant physiological processes while recovering from stress.

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Section: Discussionmentioning

confidence: 82%

Developmental foundations of physiological dynamics among mother–infant dyads: The role of newborn neurobehavior

et al. 2022

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“…We used the Polish version of TEC adapted to Polish conditions and language. Previous studies in Poland have shown ( Stępień-Nycz, 2014 ) that the Polish version of TEC, just like its original counterpart ( Pons and Harris, 2000 ), is a tool that allows to capture child emotion understanding and measure nine components of emotion understanding: (1) emotion recognition, (2) external cause, (3) desire, (4) belief, (5) reminder, (6) regulation, (7) hidden, (8) mixed, and (9) morally based emotions. At the same time, it enables the distinction of three phases of emotion understanding: the external phase, the mental phase, and the reflective phase.…”

Section: Methodsmentioning

confidence: 95%

The link between emotion comprehension and cognitive perspective taking in theory of mind (ToM): a study of preschool children

2023

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The study examined the relation between perspective taking embedded in theory of mind (ToM) and emotion comprehension (EC) in young children. Our study involved children from Poland aged 3–6 (N = 99; 54% boys) from public and private kindergartens residing mainly in urban areas, whose parents could mostly be classified as middle class. The children were examined with the Test of Emotion Comprehension (TEC) and three tasks targeting three aspects of ToM: a first-order false belief task, an appearance-reality test, and a mental states opacity task. The results showed similarities in performances between these different measures. However, only the opacity task predicted the emotion comprehension test results (η2 = 0.13). The results indicate that the key element of ToM that explains individual differences in children’s emotion comprehension is the full-blown understanding of perspective taking, namely that having access to an object under one description does not ensure access to that object under all descriptions. In the research, we took also into account the linguistic side of such specific competences as ToM and EC, which allowed us to see the role of language in scaffolding the development of children’s ability to handle such socially fundamental tasks as understanding emotions and epistemic states.

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“…These considerations call for replications of the original study. Until now, only one published study made a remote attempt to test the model proposed by Feldman (2009), showing that attention regulation and executive functions were essential building blocks of later self-regulation (Ste z pie n- Nycz et al, 2015). There has been a call for replication studies in psychology to test the robustness and generalizability of the theories (Shrout & Rodgers, 2018).…”

Section: Contributions and Limitations Of Feldman's (2009) Studymentioning

confidence: 99%

A Developmental Hierarchical‐Integrative Perspective on the Emergence of Self‐Regulation: A Replication and Extension

Yan

Cui

2021

Child Development

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This study replicated and extended the Feldman ( 2009) study by applying the developmental hierarchical-integrative model to understand the emergence of self-regulation. Participants included 360 children (48.6% boys; 62.8% identified as Caucasian and 36.9% African American) and their families, predominantly from a low-income, rural background. Families completed assessments on child physiological, attention, emotion, and selfregulation when children were 6-, 15-, 24-, and 36-month-old, when caregiver sensitivity was observationally assessed. A path model revealed that child attention regulation at 6 months predicted physiological regulation at 15 months, and child attention regulation at 15 months predicted emotion regulation at 24 months. Attention regulation at 24 months predicted better self-regulation at 36 months. Notably, caregiver sensitivity moderated several developmental pathways. Findings support a continuous model of early self-regulation development and the ongoing individual-environment interplay in early childhood.All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.No conflict of interest was disclosed by the authors.

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Emotional and attentional predictors of self-regulation in early childhood

Abstract: Abstract:The development of self-regulation in early childhood is related to development of emotional regulation and attention, in particular executive attention (Feldman, 2009;Posner & Rothbart, 1998). As the ability to self-regulate is crucial in life (Casey et al., 2011)

Cited by 7 publications

References 47 publications

Developmental foundations of physiological dynamics among mother–infant dyads: The role of newborn neurobehavior

Developmental foundations of physiological dynamics among mother–infant dyads: The role of newborn neurobehavior

The link between emotion comprehension and cognitive perspective taking in theory of mind (ToM): a study of preschool children

A Developmental Hierarchical‐Integrative Perspective on the Emergence of Self‐Regulation: A Replication and Extension

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