Maternal depression impairs child emotion understanding and executive functions: The role of dysregulated maternal care across the first decade of life.

Emotion ◽  
2020 ◽  
Vol 20 (6) ◽  
pp. 1042-1058 ◽  
Author(s):  
Avital Priel ◽  
Maor Zeev-Wolf ◽  
Amir Djalovski ◽  
Ruth Feldman
Keyword(s):  
Executive Functions ◽  
Maternal Depression ◽  
Maternal Care ◽  
Emotion Understanding

scholarly journals Origins of mother–child reminiscing style

2018 ◽  
Vol 31 (02) ◽  
pp. 631-642 ◽  
Author(s):  
Elaine Reese ◽  
Elizabeth Meins ◽  
Charles Fernyhough ◽  
Luna Centifanti
Keyword(s):  
Maternal Depression ◽  
Joint Attention ◽  
Attachment Security ◽  
Community Sample ◽  
Maternal Sensitivity ◽  
Emotion Understanding ◽  
Self Concept ◽  
Final Data ◽  
Child Factors

AbstractMaternal elaborative reminiscing supports preschool children's autobiographical memory, self-concept, and emotion understanding. What are the factors contributing to mothers' elaborative style of reminiscing? In a longitudinal community sample (n = 170 at the final data point), this study explored the role of maternal depression (8–44 months), maternal sensitivity and maternal mind-mindedness (8 months), as well as child factors of joint attention (15 months), attachment security (15 months), and language (26 months) for mother–child reminiscing about a positive (happy) and a negative (scared) event at 44 months. Mothers could be classed into two groups of low versus increasing depression from 8 to 44 months, yet maternal depression did not uniquely predict mother–child reminiscing after accounting for maternal sensitivity and other factors. Instead, maternal sensitivity, children's joint attention, and language uniquely predicted children's elaborations about the scared event at 44 months, and maternal sensitivity uniquely predicted mothers' elaborations about the scared event at 44 months. Mothers who are more sensitive in early interactions may later be better at engaging their children when reminiscing about negative emotions. These findings have implications for the design of interventions targeted at supporting mothers to engage in elaborative reminiscing with their preschool children.

Role of executive functions in procrastination

2014 ◽  
Author(s):  
Allison L. Stafford ◽  
Kelly B. Cartwright ◽  
Laura E. Umberger ◽  
Amanda B. Lane ◽  
Megan E. Wittusen
Keyword(s):  
Executive Functions

Maternal Depression and Early Childhood Behaviours: The Role of Mother-Daughter Relationships

2010 ◽  
Vol 15 (1) ◽  
Author(s):  
Kevin Gross ◽  
Linda Robinson ◽  
Sharon Ballard
Keyword(s):  
Early Childhood ◽  
Maternal Depression

scholarly journals Eye contact effect: The role of vagal regulation and reactivity, and self-regulation of attention

2021 ◽  
Author(s):  
Alicja Niedźwiecka
Keyword(s):  
Executive Functions ◽  
Cognitive Performance ◽  
Self Regulation ◽  
Eye Contact ◽  
Autonomic Regulation ◽  
Face To Face ◽  
Effective Strategies ◽  
Contact Effect ◽  
The Individual

AbstractEye contact is a crucial aspect of social interactions that may enhance an individual’s cognitive performance (i.e. the eye contact effect) or hinder it (i.e. face-to-face interference effect). In this paper, I focus on the influence of eye contact on cognitive performance in tasks engaging executive functions. I present a hypothesis as to why some individuals benefit from eye contact while others do not. I propose that the relations between eye contact and executive functioning are modulated by an individual’s autonomic regulation and reactivity and self-regulation of attention. In particular, I propose that individuals with more optimal autonomic regulation and reactivity, and more effective self-regulation of attention benefit from eye contact. Individuals who are less well regulated and over- or under-reactive and who do not employ effective strategies of self-regulation of attention may not benefit from eye contact and may perform better when eye contact is absent. I present some studies that justify the proposed hypothesis and point to a method that could be employed to test them. This approach could help to better understand the complex mechanisms underlying the individual differences in participant’s cognitive performance during tasks engaging executive functions.

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