The Adaptive Calibration Model of stress responsivity

Abstract

This paper presents the Adaptive Calibration Model (ACM), an evolutionary-developmental theory of individual differences in the functioning of the stress response system. The stress response system has three main biological functions: (1) to coordinate the organism's allostatic response to physical and psychosocial challenges; (2) to encode and filter information about the organism's social and physical environment, mediating the organism's openness to environmental inputs; and (3) to regulate the organism's physiology and behavior in a broad range of fitnessrelevant areas including defensive behaviors, competitive risk-taking, learning, attachment, affiliation and reproductive functioning. The information encoded by the system during development feeds back on the long-term calibration of the system itself, resulting in adaptive patterns of responsivity and individual differences in behavior. Drawing on evolutionary life history theory, we build a model of the development of stress responsivity across life stages, describe four prototypical responsivity patterns, and discuss the emergence and meaning of sex differences. The ACM extends the theory of biological sensitivity to context (BSC) and provides an integrative framework for future research in the field.

Animal personality and state–behaviour feedbacks: a review and guide for empiricists

“…For example, high testosterone can increase aggressiveness, but aggressive behaviour can also drive up testosterone levels, giving rise to a positive feedback. Positive feedbacks also exist between social behaviours and oxytocin [34][35][36], and between behaviour, life histories, and corticosterone responses [37,38]. Of course, neuroendocrine systems themselves are characterized by feedbacks [39,40] and these feedbacks can potentially stabilize personalities even if behaviour does not strongly affect hormones [37].…”

Observational field studies reveal wild birds responding to early-life stresses with resilience, plasticity, and intergenerational effects

“…Others demonstrate a surprising resilience and life history plasticity in response to natural early stresses, including diverse stresses faced by female Great Tits and the chronic, multiple, and anthropogenic stresses faced by Blue-footed Boobies and Mauritius Kestrels. The deficits, resilience, and developmental plasticity documented in wild birds by purely descriptive methods now give rise to a growing agenda for research on mechanisms of the types contemplated by current developmental theory (e.g., Del Giudice et al 2011, Sih 2011, Constantini 2013 and outlined below.…”

Ecological and Evolutionary Principles for Secondary Education: Analyzing Career and Tech Ed

“…These adaptations include intelligence and also selfcontrol or executive functions (i.e., attention shifting, inhibition, and working memory; Ardila 2008; Barkley 2001), which are well-known correlates of academic success (e.g., Alloway and Alloway 2010;Aronen et al 2004;Laidra et al 2007). Recent research suggests that executive functioning is biologically sensitive to context (Del Giudice et al 2011;Ellis et al 2009). For instance, low socioeconomic status and maternal stress appear to contribute to the development of executive dysfunction among children and adolescents (Del Giudice et al 2011).…”

“…Recent research suggests that executive functioning is biologically sensitive to context (Del Giudice et al 2011;Ellis et al 2009). For instance, low socioeconomic status and maternal stress appear to contribute to the development of executive dysfunction among children and adolescents (Del Giudice et al 2011). …”

“…Life history research suggests that those who have inhabited dangerous and unpredictable environments are more likely to have sensational interests (Weiss et al 2004), take greater risks and engage in impulsive behaviors (Ellis et al 2012), abuse psychoactive substances , have more sexual partners Figueredo et al 2006), and report more delinquent behaviors (Del Giudice et al 2011). These findings suggest that some students are less likely to behave in accordance with school rules and more likely to accrue discipline occurrences due to their engagement in fast LHS.…”