Parent emotion regulation socializes children's adaptive physiological regulation

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

doi:10.1002/dev.21621

Cited by 18 publications

(16 citation statements)

References 39 publications

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“…During discussions of ambiguous scenarios, children showed increasing RSA if mothers minimized threat when their children spoke about threat‐related content (Hane & Barrios, ). Similarly, Shih, Quiñones‐Camacho, and Davis () showed that better regulation in parents, defined as higher resting RSA, greater use of reappraisal, and provision of reappraisal suggestions to their upset children, predicted higher RSA levels during disappointment among 3‐ to 7‐year‐old children.…”

Section: Temporally Chronic Contexts Of the Psychobiology Of Self‐regmentioning

confidence: 93%

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 Chronic Contexts Of the Psychobiology Of Self‐regmentioning

confidence: 93%

Considering context in the developmental psychobiology of self‐regulation

Davis

Brooker

Kahle

2020

Developmental Psychobiology

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“…Some studies have shown that such parenting is associated with children's patterns of PNS regulation that are considered healthy and normative, as reflected in higher baseline RSA and in RSA changes appropriate for the eliciting stimuli or contexts, including both RSA increases and decreases (Miller & Hastings, ; Perry, Mackler, Calkins, & Keane, ; Porges & Furman, ). For example, Shih, Quiñones‐Camacho, and Davis () reported that mothers who used emotion coaching techniques and were themselves more emotionally well regulated had children who showed better parasympathetic recovery from a disappointment task, as shown by larger RSA increases. Conversely, neglectful, harsh and violent behavior from parents has been associated with lower baseline RSA and poorer parasympathetic regulation (Hastings et al., ; Katz & Rigterink, ).…”

Section: Introductionmentioning

confidence: 99%

An intervention that increases parental sensitivity in families referred to Child Protective Services also changes toddlers’ parasympathetic regulation

Hastings

Kahle

Fleming

et al. 2018

Developmental Science

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Experiencing maltreatment in early childhood predicts poor parasympathetic regulation, characterized by low baseline parasympathetic activity and strong withdrawal of parasympathetic influence in response to tasks. The Promoting First Relationships (PFR) program improves parental sensitivity toward young children in families identified as maltreating. Using a subsample from a randomized control trial, we examined whether parental participation in PFR had lasting effects on toddlers' parasympathetic regulation, as measured by respiratory sinus arrhythmia (RSA), relative to a resource and referral control condition. In addition, we examined whether parental sensitive and responsive behavior mediated or moderated associations between parent treatment group and children's RSA. More than 6 months after completing treatment, 29 families in the PFR condition and 30 families in the control condition were visited at home, and toddlers' RSA was assessed at baseline and during five moderately challenging tasks. Groups did not differ in baseline RSA, but differed in RSA reactivity to the tasks. Across tasks, toddlers of parents in the control condition manifested significantly larger RSA decreases than toddlers of parents in the PFR condition. Parental behavior showed divergent associations with RSA change for toddlers of parents in the PFR versus control condition, with PFR treatment predicting RSA change ranging from small decreases to increases in toddlers of parents who showed the most sensitive, responsive behavior in the 6 months following treatment. This preliminary study showed that the same intervention that improved parenting also improved toddlers' parasympathetic regulation in response to everyday activities, warranting further experimental investigation.

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“…. During grade school years, children continue learning new skills through the educational system and beyond, from academic skills to social skills with parents/siblings, teachers, and peers (Elliott & Bachman, 2018;Shih et al, 2018). Young adults can continue learning new skills in college and, perhaps graduate school, and as they embark on new careers (e.g., Hill et al, 2019).…”

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confidence: 99%

Cognitive and metacognitive, motivational, and resource considerations for learning new skills across the lifespan

Sheffler

Rodríguez

Cheung

et al. 2021

WIRES Cognitive Science

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Across the lifespan, learners have to tackle the challenges of learning new skills. These skills can range from abilities needed for survival, such as learning languages, learning to walk during infancy, and learning new software for a job in adulthood, to abilities related to leisure and hobbies. As the learner progresses through novice to expert stages, there are cognitive and metacognitive, motivational, and resource considerations for learning new skills. In terms of cognitive considerations, fluid and crystallized abilities as well as executive functions interact to help the learner process and retain information related to the skills. In terms of metacognitive considerations, knowing what to learn and how to learn are important for novel skill learning. In terms of motivational considerations, changes in individuals' intrinsic and extrinsic motivation throughout the lifespan impact their pursuit of novel skill learning, and declines in motivation can be buffered through the cultivation of grit, growth mindset, self-efficacy, and other personal factors. In terms of resource considerations, there are many tools that learners can use to acquire new skills, but allocation and availability of these resources differ based on life stage and socioeconomic status. Taken together, these considerations may provide learners with the best chance at acquiring new skills across the lifespan. Further research investigating these three factors, particularly among older adult learners, and their interactive effects could help increase our understanding of their impacts on skill learning and inform future cognitive interventions that can be tailored to learners' unique needs.

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Parent emotion regulation socializes children's adaptive physiological regulation

Cited by 18 publications

References 39 publications

Considering context in the developmental psychobiology of self‐regulation

Considering context in the developmental psychobiology of self‐regulation

An intervention that increases parental sensitivity in families referred to Child Protective Services also changes toddlers’ parasympathetic regulation

Cognitive and metacognitive, motivational, and resource considerations for learning new skills across the lifespan

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