scholarly journals Sociodemographic risk, parenting, and inhibitory control in early childhood: the role of respiratory sinus arrhythmia

2018 ◽  
Vol 59 (9) ◽  
pp. 973-981 ◽  
Author(s):  
Steven J. Holochwost ◽  
Vanessa V. Volpe ◽  
Noa Gueron-Sela ◽  
Cathi B. Propper ◽  
W. Roger Mills-Koonce
Keyword(s):  
Early Childhood ◽  
Inhibitory Control ◽  
Respiratory Sinus Arrhythmia ◽  
Sinus Arrhythmia ◽  
Sociodemographic Risk

Associations between inhibitory control, respiratory sinus arrhythmia, and externalizing problems in early childhood

2013 ◽  
Vol 56 (4) ◽  
pp. 686-699 ◽  
Author(s):  
William T. Utendale ◽  
Jacob Nuselovici ◽  
Arnaud B. Saint-Pierre ◽  
Michele Hubert ◽  
Caroline Chochol ◽  
...  
Keyword(s):  
Early Childhood ◽  
Inhibitory Control ◽  
Respiratory Sinus Arrhythmia ◽  
Externalizing Problems ◽  
Sinus Arrhythmia

scholarly journals Children's internalizing symptoms: The role of interactions between cortisol and respiratory sinus arrhythmia

2011 ◽  
Vol 103 (2) ◽  
pp. 225-232 ◽  
Author(s):  
Mona El-Sheikh ◽  
Dilbur D. Arsiwalla ◽  
J. Benjamin Hinnant ◽  
Stephen A. Erath
Keyword(s):  
Respiratory Sinus Arrhythmia ◽  
Internalizing Symptoms ◽  
Sinus Arrhythmia

scholarly journals Rethinking executive function development

2019 ◽  
Author(s):  
Sabine Doebel
Keyword(s):  
Working Memory ◽  
Early Childhood ◽  
Executive Function ◽  
Inhibitory Control ◽  
Mental Content ◽  
Memory Updating ◽  
Component Processes ◽  
Working Memory Updating ◽  
General Component

Research on executive function in early childhood has flourished in recent years. Much of this work is premised on a view of executive function development as the emergence of a set of domain general component processes (e.g., working memory updating, inhibitory control, and shifting). This view has shaped how we think about relations between executive function and other aspects of development, the role of the environment in executive function development, and how best to improve executive function in children who struggle with it. However, there are conceptual and empirical reasons to doubt that executive function should be defined in this way. I argue executive function development is better understood as the emergence of skills in using control in the service of specific goals. Such goals activate and are influenced by mental content like knowledge, beliefs, norms, values, and preferences that are acquired with development and are important to consider in understanding children’s executive function performance. This account better explains empirical findings than the components view; leads to specific, testable hypotheses; and has implications for theory, measurement, and interventions.

scholarly journals Cool and hot executive functions at 5 years old as predictors of physical and relational aggression between 5 and 6 years old

2018 ◽  
Vol 43 (2) ◽  
pp. 157-165
Author(s):  
Sarah E. O’Toole ◽  
Stella Tsermentseli ◽  
Sajid Humayun ◽  
Claire P. Monks
Keyword(s):  
Decision Making ◽  
Working Memory ◽  
Early Childhood ◽  
Executive Function ◽  
Relational Aggression ◽  
Inhibitory Control ◽  
Delay Of Gratification ◽  
Typically Developing ◽  
Typically Developing Children

To study the role of executive function (EF) in the early development of aggression, the role of cool and hot EF skills at 5 years old, in the development of physical and relational aggression between 5 and 6 years old, was explored. Typically developing children ( N = 80) completed tasks assessing their cool (inhibition, working memory, planning) and hot EF (affective decision making, delay of gratification) skills at 5 years old. Longitudinal data were collected from teachers that rated children’s aggression when they were 5, 5.5, and 6 years old. Inhibition at 5 years old predicted changes in physical and relational aggression between 5 and 6 years old. Early cool EF, but not hot EF, may therefore be associated with aggression and inhibitory control specifically with changes in aggression during early childhood.

scholarly journals Autonomic complexity and emotion (dys-)regulation in early childhood across high- and low-risk contexts

2019 ◽  
Vol 31 (3) ◽  
pp. 1173-1190
Author(s):  
Daniel Berry ◽  
Alyssa R. Palmer ◽  
Rebecca Distefano ◽  
Ann S. Masten
Keyword(s):  
Early Childhood ◽  
Emotion Regulation ◽  
Respiratory Sinus Arrhythmia ◽  
Low Risk ◽  
Developmental Task ◽  
Sinus Arrhythmia ◽  
Stratified Sample ◽  
Systems Models ◽  
Using Data ◽  
Vast Network

AbstractDeveloping the ability to regulate one's emotions in accordance with contextual demands (i.e., emotion regulation) is a central developmental task of early childhood. These processes are supported by the engagement of the autonomic nervous system (ANS), a physiological hub of a vast network tasked with dynamically integrating real-time experiential inputs with internal motivational and goal states. To date, much of what is known about the ANS and emotion regulation has been based on measures of respiratory sinus arrhythmia, a cardiac indicator of parasympathetic activity. In the present study, we draw from dynamical systems models to introduce two nonlinear indices of cardiac complexity (fractality and sample entropy) as potential indicators of these broader ANS dynamics. Using data from a stratified sample of preschoolers living in high- (i.e., emergency homeless shelter) and low-risk contexts (N = 115), we show that, in conjunction with respiratory sinus arrhythmia, these nonlinear indices may help to clarify important differences in the behavioral manifestations of emotion regulation. In particular, our results suggest that cardiac complexity may be especially useful for discerning active, effortful emotion regulation from less effortful regulation and dysregulation.

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