Parasympathetic regulation in cognitive and emotional challenge contexts differentially predicts specific aspects of children’s emotional functioning

Quiñones‐Camacho, Laura E.; Davis, Elizabeth L.

doi:10.1002/dev.21812

Cited by 7 publications

(11 citation statements)

References 40 publications

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“…Interestingly, the reverse pattern was indicated in a meta‐analysis: negative emotion challenge tasks tended to elicit larger RSA decreases than cognitive challenges (Graziano & Derefinko, ). The specific nature of the challenge has thus been the focus of recent empirical efforts to clarify the properties of the task that may relate to physiology and self‐regulation (e.g., Quiñones‐Camacho & Davis, ).…”

Section: Temporally Moderate Contexts Of the Psychobiology Of Self‐rementioning

confidence: 99%

Considering context in the developmental psychobiology of self‐regulation

Davis

Brooker

Kahle

2020

Developmental Psychobiology

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The developmental psychobiology of self‐regulation in childhood has received increasing attention in recent years. As a next step in advancing research and theorizing about the processes by which early biological correlates of self‐regulation are forged, a more nuanced consideration of the contexts in which these phenomena are embedded is needed. This review synthesizes insights from distinct but complementary approaches to studying the developmental psychobiology of early self‐regulation, focusing on the idea of context at different time scales. Three types of context that differ in temporal resolution are considered: (a) The temporally immediate contexts occurring within a structured challenge, including the baseline‐to‐task context of reactive psychobiology, the within‐task context of dynamic change, and the post‐task context of recovery from challenge. (b) The temporally moderate contexts of task type, including variants like the specific emotion that is under study and whether the task involves (or allows for) self‐regulatory behaviors. (c) The temporally chronic contexts of important social relationships within which children are embedded and developing. Future research efforts that incorporate a more nuanced appreciation for the temporal resolution of contexts in developmental psychobiology will allow for novel tests and refinement of theories of self‐regulation, as well as other domains of child development.

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Section: Temporally Moderate Contexts Of the Psychobiology Of Self‐rementioning

confidence: 99%

Considering context in the developmental psychobiology of self‐regulation

Davis

Brooker

Kahle

2020

Developmental Psychobiology

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“…It is critical to consider the context in which children's physiological activity is assessed, as research suggests that there is not one universally adaptive physiological response pattern (see Davis et al., 2020 for review). Patterns of reactivity, and their relations with adjustment, have been shown to differ depending on the type of task (e.g., emotional vs. cognitive challenge; Quiñones‐Camacho & Davis, 2019) and the specific emotion elicited in the task (e.g., anger vs. happiness; Gatzke‐Kopp et al., 2015). In addition to the acute context of physiological assessment (i.e., specific task), the development of children's self‐regulation is embedded within chronic contexts (e.g., social relationships; see Davis et al., 2020 for review).…”

Section: Introductionmentioning

confidence: 99%

Preschoolers’ dynamic respiratory sinus arrhythmia (RSA) change during a challenging parent‐child interactive task: Relations with preschoolers’ socioemotional health

West

Shaffer

Wickrama

et al. 2020

Developmental Psychobiology

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Respiratory sinus arrhythmia (RSA) is a biomarker of physiological functioning that has been implicated in self‐regulatory processes and shown to relate to children's socioemotional health. RSA is a dynamic process reflecting an individual's response to their environment; thus, temporally sensitive methods are critical to better understanding this self‐regulatory process in different contexts. Prior work has studied young children's RSA change in the context of emotion clips and interactions with a stranger. The present study meaningfully expanded upon this work by examining: (a) preschoolers’ dynamic RSA change during a challenging task with their mothers, and (b) factors that may explain variability in children's dynamic RSA change. Preschoolers (N = 108; Mage = 3.56 years) and their mothers from diverse backgrounds completed a challenging activity together while children's physiological activity was monitored. Mothers reported on children's positive affect, parent emotional support, and family cohesion and indicators of socioemotional health. Children's positive affect and family cohesion explained variability in children's dynamic RSA change, which concurrently related to better socioemotional health. This study advances research and theory on biological correlates implicated in the development of children's self‐regulation and furthers our understanding of factors that may support children's developing self‐regulation at the physiological level.

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“…Respiratory sinus arrhythmia decrease is computed by subtracting the average RSA level across a task from the average RSA level across a resting phase, with higher scores indicating larger decreases in RSA. In response to stress‐inducing tasks, a small to moderate RSA decrease from the resting state is considered physiologically adaptive and is associated with better ER among school‐age children (Gentzler et al, 2009; Quiñones‐Camacho & Davis, 2019). For example, children who showed RSA decreases during a fear‐eliciting task were rated as having higher levels of general ER by their parents (Quiñones‐Camacho & Davis, 2019).…”

Section: Rsa and Ermentioning

confidence: 99%

Respiratory sinus arrhythmia (RSA) dynamics matter for children's emotion regulation: RSA inertia and instability within a stress task

Wang

Morrow

et al. 2023

Child Development

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The present study employed two key dynamic indicators (i.e., inertia and instability) to the psychophysiological research of child emotion regulation (ER) and examined whether respiratory sinus arrhythmia (RSA) dynamics were associated with child ER during a stress task. Eighty‐nine Chinese school‐age children (Mage = 8.77 years, SD = 1.80 years; 46.1% girls) and their primary caregivers participated in the study. After controlling for RSA static reactivity, multiple regression analyses indicated that lower RSA inertia was related to fewer in‐task negative emotions rated by children and their caregivers, and higher RSA instability was associated with better child trait ER. This study introduces physiological indicators of the dynamic aspects of parasympathetic activity to the study of child ER.

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Parasympathetic regulation in cognitive and emotional challenge contexts differentially predicts specific aspects of children’s emotional functioning

Cited by 7 publications

References 40 publications

Considering context in the developmental psychobiology of self‐regulation

Considering context in the developmental psychobiology of self‐regulation

Preschoolers’ dynamic respiratory sinus arrhythmia (RSA) change during a challenging parent‐child interactive task: Relations with preschoolers’ socioemotional health

Respiratory sinus arrhythmia (RSA) dynamics matter for children's emotion regulation: RSA inertia and instability within a stress task

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