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1
Carman, Sarah. "Parenting and effortful control : an EEG study." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/1406504/.
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The aim of this thesis was to investigate the relationship between early quality of care and the development of effortful control. Part 1 is a meta-analytic investigation into the relationship between observed maternal parenting and child effortful control. The paper investigates an estimate of overall effect size, the effect of publication bias and key methodological and demographic moderators of the relationship. Part 2, the empirical paper, reports a 5 year longitudinal study into the relationship between early quality of care and later effortful control. Maternal Behaviour and Dyadic Interaction were assessed at age ten months using the Coding Interactive Behaviour scales (CIB; Feldman, 1998). Effortful control was assessed at age six years using the executive attention component of the Attention Network Task (Fan, McCandliss, Sommer, Raz and Posner, 2002). This was an EEG study which included investigation into the LPC and N2 neural indices of effortful control and their relationship to early quality of care. Parent-reported effortful control was assessed using the Child Behaviour Questionnaire (CBQ), Executive Function with the Behaviour Rating Inventory of Executive Function (BRIEF) and behaviour with the Strengths and Difficulties Questionnaire (SDQ). Part 3 provides a critical appraisal of the research process. It considers conceptual and methodological issues and the clinical utility of the research findings. This thesis was conducted jointly with Sophie Bennett.
2
Bastian, Randi G., Tifani A. Fletcher, Andrea D. Clements, and Beth A. Bailey. "Effect of Maternal Effortful Control on Breastfeeding Continuation." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/7260.
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Breastfeeding has health benefits for mother and child, allowing a mother to protect her newborn from numerous infections while promoting healthy nutrition and growth. Breastfed babies have decreased risk of later negative health problems including respiratory infection, asthma, obesity, and Type II diabetes. The minimum acceptable time a mother should breastfeed is six weeks, but major healthcare organizations, such as the American Academy of Pediatrics, recommend exclusive breastfeeding for the first six months of life. Nationally, 43.1% of babies were exclusively breastfed the first six weeks in 2009, and rates in rural Appalachia are known to be significantly lower than national averages. Researchers have found factors such as age, socioeconomic, marital, and smoking statuses to be predictive of breastfeeding continuation, but maternal innate characteristics have not been explored extensively. To clarify why a mother chooses to breastfeed or not, it is important to additionally look at intrinsic characteristics such as temperament. Temperament is an individual’s biologically based ability to think, behave, and react. Effortful control, a specific component of temperament, is the voluntary regulation of emotions and behaviors. The current study examined the impact of effortful control on participants’ likelihood of breastfeeding at six weeks postpartum. Informationwas collected from pregnant women recruited from Northeast Tennessee as part of the Tennessee Intervention for Pregnant Smokers Program. As part of the larger study, women completed detailed research interviews multiple times during pregnancy, and at six weeks post-partum. The responses of interest came from 230 women who had complete demographic questionnaire, Adult Temperament Questionnaire (ATQ), delivery and birth chart information, and six-week interview breastfeeding status. Logistic regression was used to assess the impact of maternal effortful control (subscale of the ATQ) on the mother’s decision to exclusively breastfeed the child up to six weeks postpartum. The model contained five variables that were significantly correlated with the breastfeeding continuation: maternal age, birth weight (normal/low), prematurity (yes/no), delivery type (vaginal/C-section), and maternal effortful control scores. The full model containing all predictors was statistically significant, X2 (5, N=230) =24.610, p < .001. Effortful control had an Exp(B) of .420, CI (.264, .668) p<.001. Those women who are still breastfeeding at six weeks have significantly higher self-reported effortful control than those who are not still breastfeeding at six weeks, controlling for several other known correlates of breastfeeding continuation. Effortful control was found to predict decreased breastfeeding at six weeks. Because effortful control is an aspect of temperament, and is therefore relatively fixed, its measurement may be useful for identifying women who are less likely to breastfeed so they can be targeted by health educators and clinicians for more intensive intervention. Any increase in breastfeeding holds the potential for positive health outcomes for both mother and child.
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Baker, Erika Claire. "Effortful control, repetitive negative thinking and depression in adolescence." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34378.
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LITERATURE REVIEW: A systematic review of the associations between effortful control, repetitive negative thinking and depression in adolescence. ABSTRACT: Background: Repetitive negative thinking (RNT) and the self-regulatory temperament, effortful control (EC), have been found to be important risk factors for the development of depressive symptoms. Furthermore, adolescence has been found to be a period of increased risk for developing depressive symptoms. The relationships between these risk pathways are not well understood during this period of development. Objective: This systematic review aimed to evaluate the literature exploring the relationships RNT and EC have in accounting for depressive symptoms in adolescents. In particular, whether RNT and EC are associated with depressive symptoms, and whether EC moderates the effects of RNT on depressive symptoms. Methods: Three databases and key journals were searched for studies measuring EC, RNT and depressive symptoms in 10-20 year olds. Study selection was undertaken by applying inclusion and exclusion criteria. The methodological quality of the included studies was assessed using a validated checklist. Inter-rater reliability was calculated for a random subsample of the search. Results: Thirteen studies were selected for inclusion. There was evidence indicating that RNT was correlated with depressive symptoms both concurrently and prospectively. The evidence for a relationship between lower EC and higher levels of depressive symptoms was mixed. High quality studies concluded that EC and depressive symptoms are associated concurrently, but not over time. There is evidence that lower EC predicts RNT over time, and even spanning over childhood. Some evidence was found for EC as a moderator between RNT and depressive symptoms and this was also found when the relationship was prospective. Conclusions: Whilst the reviewed literature had many strengths, there were large differences in how EC in particular, was measured. This resulted in a challenge synthesising the results and making clear conclusions. Future research would benefit from considering self-report and behavioural measures, and recognising the potential impact of stressful life events. EMPIRICAL PAPER: Investigating associations between repetitive negative thinking, stress, and effortful control, and the development and maintenance of depression in adolescence: A follow-up study. ABSTRACT: Background: Adolescence is a period of increased vulnerability for depressive symptoms (Twenge & Nolen-Hoeksema, 2002). Given the impact of emotional disorders on an individual, it is important to understand risk factors, and conversely, protective factors to inform effective interventions. Repetitive negative thinking (RNT) and the self-regulatory temperament, effortful control (EC), have been found to be important risk factors for the development of depressive symptoms and require further exploration in adolescence. Objective: This study investigated whether RNT predicted changes in later depressive symptoms, and if so, whether this change was moderated by EC. The study examined these associations during emotional reactivity to a stressor (exams), and emotional recovery following the stressor. Methods: Two samples with similar designs and measures were combined in this study. Two-hundred-and-fifty-five females completed Baseline questionnaires measuring life events, RNT, EC, and depressive symptoms. One-hundred-and-ninety-nine participants were followed up prior to their exams (Pre-exam), and 115 participants were followed up after their exams (Post-exam). Results: The study first examined emotional reactivity to stress, finding that contrary to the literature, RNT did not predict depressive symptoms in response to stress, when controlling for Baseline depressive symptoms. EC did not significantly interact with RNT in predicting depressive symptoms. However, RNT was associated with emotional recovery from stress: RNT predicted levels of depressive symptoms following exams, when controlling for Pre-exam depressive symptoms. Furthermore, EC moderated this relationship, however contrary to the literature and predictions, this was not in the expected direction, with high levels of EC associated with high levels of depressive symptoms. Conclusions: These findings suggest that despite the strengths of the study design, including a large sample at Baseline and follow up over a period of stress, hypothesized associations were not found during emotional reactivity to stress, but hypothesized associations were found during emotional recovery from stress. Recommendations are made for future studies, including recruiting sufficient number of males to the study.
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Ho, Anya C. "Effortful control in early adolescence: measure development and validation." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1084736869.
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Derry, Heather M. "Loneliness, Attentional Processing of Social Cues, and Effortful Control." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1352986469.
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Allen, S. "Effortful control, attention biases and problem behaviours in children." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/1445289/.
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This review integrates findings from the research fields of temperament, cognitive processes and childhood psychopathology. It examines the role of temperamental effortful control (EC) in both internalising and externalising behaviours in children. The difficulties in operationalising the construct of EC and its developmental trajectory are also highlighted. The review then reviews evidence for attentional biases (hypervigilance to threat, disengagement difficulties and avoidance) in anxiety and aggression. Research is presented which considers the association between attentional biases and EC and discusses this association as a risk factor in the development of childhood anxiety a similar process is presented as a potential risk in externalising behaviours.
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Ho, Anya Christine. "Effortful control in early adolescence measure development and validation /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1084736869.
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Thesis (Ph. D.)--Ohio State University, 2004.Title from first page of PDF file. Document formatted into pages; contains xiv, 201 p.; also includes graphics (some col.). Includes bibliographical references (p. 127-140). Available online via OhioLINK's ETD Center
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Buffington, Adam Gregg. "Individual Facets of Effortful Control and Symptoms of General Distress and Depression." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250558442.
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Warren, Shannon M., and Shannon M. Warren. "Effortful Control Development In The Face Of Harshness and Unpredictability." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/626382.
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Through the life history theory perspective, this paper seeks to demonstrate how early adversity shapes the development of effortful control in ways that aim to best match the individual to the proximal environment toward ultimate goals despite trade-offs related to social, academic, and later health outcomes. Investigation linking early life harshness (i.e., cues of extrinsic morbidity-mortality; Ellis et al., 2009) and unpredictability (i.e., stochastic changes in environmental conditions; Ellis et al., 2009) to the development of self-regulation could facilitate a more nuanced understanding of early environmental effects on development. The current study investigates early environmental harshness and unpredictability as unique predictors for a self-regulation construct, effortful control. It was hypothesized that early life harshness and unpredictability would uniquely and negatively predict effortful control among preschoolers. While there was no evidence that cues of unpredictability predicted effortful control, cues of harshness, specifically neighborhood harshness, did statistically significantly predict effortful control in the direction expected. This appears to be the first study to explicitly investigate effortful control development in early childhood within the harshness and unpredictability framework.
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Stevenson, Brittany Leigh. "Effortful Control Moderates the Association Between Emotional Instability and Binge Eating." Thesis, North Dakota State University, 2015. https://hdl.handle.net/10365/27690.
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We hypothesized that (H1) emotional instability would be associated with an
increased likelihood of a binge episode, and that (H2a) this relationship would be
potentiated among individuals with low cognitive control and (H2b) high behavioral
impulsivity. Methods: Participants were 48 community-dwelling adults and college
students. Participants completed the stroop task (cognitive control) and stop signal task
(behavioral impulsivity), followed by two weeks of Ecological Momentary Assessment
(EMA) examining mood, hunger, and binge eating behavior up to 9 times per day.
Results: There was no main effect of emotional instability on the likelihood of a binge
outcome (H1 unsupported). Consistent with H2a, participants with lower cognitive
control were more likely to binge as emotional instability increased (OR = .9899, p =
.006). Counter to H2b, participants with higher behavioral impulsivity (stop signal
scores) were less likely to binge as emotional instability increased (OR = .9916, p =
.029).
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Hollister, Julia Elizabeth. "Effortful control and adaptive functioning in school-age children who stutter." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1850.
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Purpose: Research has shown that children who stutter (CWS) demonstrate poor adaptive functioning, or poor functional, social, and psychological skills, when compared to children who do not stutter (CWNS). Previous work has also shown that preschool CWS demonstrate significantly lower effortful control than CWNS. High effortful control, or the ability to inhibit a dominant response, is predictive of high adaptive functioning in children who are exposed to a range of adversities. The purposes of this study were fourfold: (a) to investigate if the differences between preschool CWS and CWNS in effortful control extended to school-aged children; (b) to determine if effortful control could uniquely explain adaptive functioning after controlling for a diagnosis of stuttering; (c) to investigate whether effortful control was more influential to CWS than to CWNS; and (d) to investigate whether effortful control uniquely explained adaptive functioning in CWS after controlling for stuttering frequency.
Methods: Effortful control and seven core areas of adaptive functioning were investigated in 46 school-age CWS and 46 CWNS. Eight independent two tailed t-tests were used to assess whether CWS demonstrated lower effortful control than CWNS and lower adaptive functioning than CWNS in seven adaptive functioning areas: communication competence, peer competence, internalizing behaviors, externalizing behaviors, general anxiety, social anxiety, and depression. Correlation and hierarchical regression analyses were used to examine the extent to which each component of adaptive functioning was related to effortful control when controlling for age, intelligence, parent-child relationship, and stuttering group membership. Hierarchical regression analyses were used to assess the extent to which each separate component of adaptive functioning was related to effortful control in CWS only.
Results: CWS demonstrated significantly lower effortful control when measured by the Early Adolescent Temperament Questionnaire (a parent report measure of hot effortful control) than CWNS. CWS also performed more poorly in all aspects of adaptive functioning; however statistical significance was only reached for internalizing behaviors and general anxiety. The hierarchical linear regressions indicated that effortful control predicted the majority of the variance in five areas of adaptive functioning: peer competence, externalizing behaviors, internalizing behaviors, general anxiety, and depression. In the group of CWS, stuttering frequency predicted internalizing behaviors, general anxiety, and social anxiety. However, stuttering was the most important contributor to only one of the seven components of adaptive functioning, social anxiety.
Conclusions: This study with school-aged CWS extends previous work indicating that preschool CWS exhibit lower effortful control than their normally fluent peers. The fact that emotional aspects of effortful control were a stronger predictor of social functioning, internalizing behaviors, and externalizing behaviors than either a stuttering diagnosis or the quantity of stuttering, may explain the adaptive functioning deficits often observed in CWS. Because effortful control is both a powerful contributor to adaptive functioning, and is reduced in CWS, clinical therapy approaches, which boost effortful control skills, have the potential to greatly lessen the impact of stuttering for CWS.
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Chriki, Lyvia. "Characteristics of Worriers as a Function of Individual Differences in Effortful Control." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1436434892.
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Zerrouk, Mohamed. "Attention Bias in Middle Childhood: The Impact of Effortful Control and Temperament." Thesis, Virginia Tech, 2021. http://hdl.handle.net/10919/103514.
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Identifying whether a stimulus is threatening or not is critical for staying safe. The faster one can detect a threat, the greater chance there is to avoid any potential danger. Factors contributing to the visual attention of threat are therefore informative. Previous research has examined how aspects of temperament and effortful control interact and affect the attention allocated to threats, especially in clinically anxious populations. However, there is a sparsity of this literature existing for nonclinical populations. My study addressed previous gaps by examining whether negative affect and fear impact an attention bias to threat in children aged 6 through 8 while assessing how attentional control and inhibitory control moderate these relations. A modified visual search task with snakes as the threat was given to the participants after the children’s parents completed questionnaires and the children completed an attentional control task. Results showed that an attentional bias to snakes was seen in the sample. Negative affect as a main effect nor as an interaction effect with attentional control predicted for the attention bias to snakes. Fear predicted for the attention bias to snakes as a main effect. Interestingly, inhibitory control moderated the relation between fear and the attention bias to snakes. Only children with high inhibitory control and high fear predicted for the attention bias to snakes. Findings may indicate children with this temperament are more vulnerable to the onset of anxiety.M.S.
Identifying whether a stimulus is threatening or not is critical for staying safe. The faster one can detect a threat, the greater chance there is to avoid any potential danger. Factors contributing to the visual attention of threat are therefore informative. Previous research has examined how aspects of temperament and effortful control interact and affect the attention allocated to threats, especially in clinically anxious populations. However, there is a sparsity of literature existing for nonclinical populations. My study addressed previous gaps by examining whether aspects of temperament, specifically negative affect and fear, impact an attention bias to threat in children aged 6 through 8 while assessing how aspects of effortful control, specifically attentional control and inhibitory control, moderate these relations. A visual search task where participants would select a target among distractors with snakes as the target representing threat was given to the child participants after the children’s parents completed questionnaires and the children completed an I-spy task which measured the children’s attentional control. Results showed that an attentional bias to snakes was seen in the sample. Negative affect did not solely nor when interacted with attentional control predict for the attention bias to snakes. Fear predicted for the attention bias to snakes as a main effect. Interestingly, inhibitory control moderated the relation between fear and the attention bias to snakes, which meant that only children with high inhibitory control and high fear predicted for the attention bias to snakes. Findings may indicate children with this temperament are greater susceptible the development of anxiety.
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Hallquist, Michael Nelson. "Effortful control, executive inhibition, and personality dysfunction bridging temperament, neurocognition, and psychopathology /." Diss., Online access via UMI:, 2009.
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Valerio, Cassandra. "Effortful Control as a Mediator of Long-Term Declarative Recall in Toddlers." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/honors/70.
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This study investigated the relationship between effortful control and long-term memory (LTM) in toddlers. It was hypothesized that children high in effortful control would demonstrate better long-term recall. Participants were 43 children who visited the lab at 18 and 21 months. A word-learning task and an elicited imitation task were administered to assess children’s LTM. Effortful control was assessed using the Early Childhood Behavior Questionnaire (ECBQ). The results of this study showed that children high in effortful control did not demonstrate significantly better LTM than children low in effortful control on either the word-learning or the elicited imitation task.
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Chriki, Lyvia S. "The Interaction of Rejection Sensitivity and Effortful Control in the Prediction of Interpersonal Dysfunction." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1329508942.
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Page, Teneille. "Effortful Control, Attention and Executive Functioning in the Context of Autism Spectrum Disorder." Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/30545.
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Autism Spectrum Disorder (ASD) involves a broad presentation of symptoms classified along continuum of severity, with core deficits in Social Affect and Restricted, Repetitive Behaviours required for formal diagnosis (American Psychiatric Association, 2013; Lauritsen, 2013). The development of particular cognitive, behavioural and interpersonal difficulties seen in ASD is of great interest. Temperament offers particular value given that it influences the development of social behaviours, emotionality and self-regulation (Shiner et al., 2012). The self-regulatory temperament factor, effortful control, is known to be diminished in ASD (Garon et al., 2009, 2016) and is theorised to be related to attention and executive functioning (Rothbart & Rueda, 2005). This link is of particular interest, given that attention and executive function deficits are prominent in ASD (Craig et al., 2016; Lai et al., 2017; Sanders, Johnson, Garavan, Gill, & Gallagher, 2008). To date, however, a thorough literature search failed to yield a study which has investigated whether effortful control,attention and executive functioning are concurrently associated with ASD symptomatology.Moreover, the relationship between effortful control, attention and executive functioning is not as unambiguous as previously theorised in typical development, with little investigation into these relationships in ASD. To elucidate the association effortful control, attention and executive functioning have with ASD symptomatology, the relationship between effortful control and these cognitive variable needs to be better established empirically. Therefore the current investigation’s aims were twofold. Study One investigated the relationship of effortful control with attention and executive functions in neurotypical and ASD samples. Study Two explored the association between effortful control, attention, executive functions and core ASD deficits (i.e. Social Affect and Restricted, Repetitive Behaviours). A sample of 38 ASD and 38 neurotypical boys (aggregate-matched on key demographic factors), aged 6 - 15, and their primary caregivers were recruited. Study One considered both groups (n=76) and featured both quasi-experimental and relational investigations. Study Two focused only on the ASD sample (n=38) and used a purely relational design. Neurocognitive measures were used to assess two attention domains (i.e. attention span and sustained attention), and three executive functions (i.e. working memory, inhibition and switching). Effortful control was measured using a parent-report questionnaire and ASD core deficits were examined using the Autism Diagnostic Observation Schedule, Second edition (ADOS-2; Lord, Luyster, Gotham, & Guthrie, 2012). Results of Study One revealed effortful control was a significant predictor of attention span, working memory and inhibition, with ASD participants performing significantly more poorly on these cognitive domains and rated significantly more poorly on effortful control. Study Two’s results indicated that Social Affect was significantly correlated with inhibition and the interaction effect between effortful control and working memory. Furthermore, only effortful control, attention span and their interaction effect were significantly associated with Restricted Repetitive Behaviours. Specifically, effortful control was found to moderate this relationship. At high levels of effortful control, increased attention span was associated with less Restricted, Repetitive Behaviours. These findings may aid efforts to establish a predictive model for ASD core deficits on the basis of temperament and cognitive difficulties. Keywords: Autism Spectrum Disorder (ASD), Effortful Control, Attention, Executive Functions, Social Affect, Restricted Repetitive Behaviours
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Whitmore, Maria J. "Internal and External Attentional Biases in Social Anxiety: The Effect of Effortful Control." Thesis, Virginia Tech, 2006. http://hdl.handle.net/10919/42447.
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Two cognitive processes have been proposed to play a role in social anxiety: self-focused attention and threat perception bias. Mansell, Clark, and Ehlers (2003) devised a novel dot-probe paradigm to simultaneously measure on-line attention to internal and external events among socially anxious adults. Their results indicated that high speech anxious individuals show an internal attention bias specific to a social threat condition. They did not find any differences between groups in a no-threat condition; however, the researchers did not account for processes of effortful control of attention. The current study replicated the Mansell et al. study with an added condition to control for effortful processes of attention. Fifty young adults (mean age = 19.8) were assessed using a self-report measure of social anxiety, as well as the Mansell et al. dot-probe paradigm. Half of the subjects were randomly assigned to a brief (250ms) stimulus presentation time with the other half to a 25 second condition, as used by Mansell et al. In addition, subjects were randomly assigned to social threat and non-threat conditions. A three-way interaction of anxiety x threat x length of stimulus presentation was predicted, such that socially anxious individuals would show an external attention bias when not under social threat (threat perception bias). However, under threat, it was hypothesized that anxious individuals would shift their attention internally (self-focused attention). Results of the current study did not support the hypothesized interaction, and provided only equivocal evidence for both self-focused attention and threat perception bias.Master of Science
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Rawls, Eric L. "Neural Mechanisms of Action Switching Moderate the Relationship Between Effortful Control and Aggression." ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/td/2234.
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Aggression and violence are social behaviors that exact a significant toll on human societies. Individuals with aggressive tendencies display deficits in effortful control, particularly in affectively charged situations. However, not all individuals with poor effortful control are aggressive. This study uses event-related potentials (ERPs) to decompose the chronology of cognitive functions underlying the link between effortful control and aggression. Specifically, this study investigates which ERPs moderate the effortful control - aggression association. We examined three successive ERP components (P2, N2 and P3) for stimuli that required effortful control. Results indicated that N2 activation, but not P2 or P3 activation, moderated the relationship between effortful control and aggression. These effects were present in negative and neutral contexts. This moderating effect was consistent with previous studies linking neural processing efficiency with reduced activation during cognitive control tasks. Our results suggest that efficient cognitive processing moderates the association between effortful control and aggression.
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Dixon, Wallace E. Jr, Ashley J. West, Wanze Xie, Leslie A. Patton, and Elizabeth B. Johnson. "Effortful Control as an Information Funnel for Short-Term Recall at 21-Months." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/4923.
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Diaz, Anjolii. "The Impact of Fearfulness on Childhood Memory: Attention, Effortful Control, and Visual Recognition Memory." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/77077.
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Fear is an integral and adaptive aspect of emotion related development (Gullone, 1999) and is one of the earliest regulatory systems influencing the control of behaviors (Rueda, Posner & Rothbart, 2004). This study examined the potential role of child fearfulness on the relation between attention, effortful control and visual recognition memory. Behavioral and physiological measurements of fear as well as measures of attention and recognition memory were examined. Behavioral tendencies of fearfulness rather than discrete behavioral acts were associated with right frontal asymmetry. VRM performance was also associated with more right frontal functioning. Fearfulness regulated the relation between attention and VRM as well as moderated the relation between effortful control and VRM. This study provided some evidence for the influencing role of normal variations of fear (i.e., non-clinical levels of fear) on the cognitive processes of developing children.Ph. D.
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Dinovo, Salvatore Augustine Jr. "A Multimethod Assessment of Effortful Self-Regulation in Personality Research: Temperamental, Neuropsychological, and Psychophysiological Concomitants." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1259076504.
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Turner, Karin Amber. "Negative Affect in the Relationship between Internalizing Symptoms and Aggression: The Role of Effortful Control." Thesis, Virginia Tech, 2013. http://hdl.handle.net/10919/76949.
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Although comorbidity is common between internalizing symptoms such as anxiety and depression and externalizing symptoms such as aggression, the reason for this co-occurrence remains unclear. High negative affect is one factor that has been proposed to explain the connection between anxiety and depression, as well as between these internalizing symptoms and externalizing symptoms including aggression; however, on its own, it may not explain the common association between symptoms. Research on anxiety suggests that effortful control moderates the relationship between negative affect and anxiety. Low levels of effortful control have also been tied to symptoms of depression and aggression. It was hypothesized that effortful control would moderate the impact of negative affect in associations between internalizing symptoms (anxiety and depression) and aggression such that individuals who have both high levels of negative affect and low levels of effortful control will be more likely to experience both internalizing symptoms and aggression. It was further proposed that, among the functional subtypes of aggression, this relationship would hold only for reactive aggression, and not for proactive aggression. These predictions were tested via hierarchical regression analyses of self-report data from a large sample of undergraduate students. Findings suggest that effortful control moderates the relationship between negative affect and depression; however, it functions as an additive predictor for both anxiety and reactive aggression. These findings and their implications are discussed.Master of Science
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Johansson, Maria. "Attention and Self-regulation in Infancy and Toddlerhood : The Early Development of Executive Functions and Effortful Control." Doctoral thesis, Uppsala universitet, Institutionen för psykologi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-263510.
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Executive functions are higher-order cognitive functions underlying self-regulation of behavior. That is, executive functions make it possible to resolve internal conflicts and behave according to future goals rather than acting on sudden impulses or going on automatic. Very similarly, the temperamental construct of effortful control is defined as being able to inhibit a dominant response, instead acting on a subdominant response. In children, poor executive functions and low levels of effortful control have both been associated with several negative outcomes, such as lower academic achievements and externalizing behavior problems. Although these self-regulatory functions seem to play a very important role in child development, little is still known about them during the first years of life. Furthering the knowledge of early executive functions and effortful control would likely increase the chances of early detection of risks of poor development. The present thesis aimed to investigate individual differences in executive functions and effortful control in infancy and toddlerhood, as well as the early development of, and the relation between, these two functions. The thesis further aimed to investigate the relationship between the self-regulatory functions and activity level, and the possibility of predicting toddlerhood self-regulatory functions with sustained attention in infancy. In Study I, individual differences in 10-month-olds’ rudimentary executive functions were found, and these were related to temperamental activity level. In Study II, individual differences in sustained attention in infancy were found to predict toddlerhood executive functions and effortful control. Both these self-regulatory functions improved significantly from infancy to toddlerhood although the individual stability was low. Executive functions and effortful control were related in toddlerhood but not in infancy. In Study III we replicated and extended the finding of a longitudinal relation between infant sustained attention and toddlerhood executive functions. In addition, partial support for the proposition that executive functions develop in a hierarchical fashion was found, with simple inhibition being predictive of more complex forms of working memory two years later. The results from the three studies combined contribute to a better understanding of the early development of the self-regulatory functions executive functions and effortful control.
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Hazen, Rebecca Ann. "Parental rejection, temperament, and internalizing symptoms." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1123821086.
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Heath, Jacqueline Hyland. "An Examination of the Role of Reflection in Depression." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1330105032.
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Free, Matthew Lee. "Heart Rate Variability at Rest and During Worry in Chronic Worriers." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555597778352683.
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Toh, Gim Y. "Why Does Effortful Control Moderate the Relationship between Worry and Subjective Reports of Physiological Hyperarousal?" The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406042382.
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Cleland, Nicole Rae Cleland. "Differentiation of Self and Effortful Control: Predictors of Non-Traditional Students' Adjustment to Community College." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1509913708613883.
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Huang, Chin-Fang. "An examination of relations among Taiwanese elementary-aged children's effortful control, social relationships, and adjustment at school." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/518.
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The purpose of the present study was to examine the relations among Taiwanese elementary school children's effortful control, social relationships and their adjustment at school. Data were gathered on 407 third- to sixth-grade children (81 third graders, 79 fourth graders, 116 fifth graders, and 131 sixth graders) attending three low- to middle-class public elementary schools in Taipei County, Taiwan. Participating children as well as their parents, teachers, and peers provided questionnaire and peer sociometric data. Two main research questions were addressed: a) whether there were direct relations among children's effortful control, social relationships, and adjustment at school; b) whether social relationships mediate the relations between children's effortful control and their adjustment at school. Additionally, two alternative models were tested to evaluate the likelihood of other conceptual considerations.
Structural equation modeling was used to analyze the data and examine the direct and meditational relations among the study constructs. As expectation, findings of this study provided illuminating evidence for the direct effects of effortful control on children's adjustment at school. Moreover, the role of teacher-child relationships as a mediator in the pathways from effortful control to children's adjustment at school (i.e., social behavior, school attitudes, and academic adjustment) was strongly supported. Consistent with the hypotheses, the meditational effects of peer relationships were also clearly supported in the pathways from effortful control to social behavior as well as school attitudes. However, inconsistent with the hypothesis, there is no evidence of mediating effect of peer relationships by which effortful control contribute to academic adjustment. Finally, to compare with the alternative models, the hypothesized model was ranked as the best fit model to the given data.
In general, the current study suggested that children's self-regulatory capabilities (i.e., effortful control) influence their adjustment at school both directly and indirectly through their relationships with teachers and peers. It contributes to the literature of children's school adjustment by examining the effects of both dispositional self-regulation and social relationships. It is also one of the first studies to examine how teacher-child relationships and peer relationships are linked to multiple aspects of children's adjustment at school. For practical implications, it is critical to provide parents, caregivers, and teachers with specific strategies and techniques to support the development of effortful control. The findings of the study also call for a need to develop preventive interventions or training programs focusing on the development of positive classroom relationships.
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Mackey, Lynette A. "A temperament based perspective on eating behaviour and appetite in the overweight and obese." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/103082/1/Lynette_Mackey_Thesis.pdf.
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This thesis investigated the relationship between a developmental model of Temperament and eating behaviour. It explored whether an individual’s innate level of emotional reactivity and their ability to manage this placed them at risk of uncontrolled eating behaviours, which have been linked to weight management failure, overweight and obesity. The results of this thesis suggest that emotionally reactive individuals may turn to highly liked, high-fat foods to soothe their emotions. Such individuals may be at greater risk of uncontrolled eating behaviour because they are unable to regulate their level of reactivity and subsequently lack effective strategies to regulate their emotions.
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Hatch, Virginia I. "Impact of Positive Parenting Behaviors and Children’s Self-Control on Levels of Externalizing Behavior Problems during Early Childhood." ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/td/2257.
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This study investigated the impact of parenting and children’s self-control on children’s externalizing behavior problems among 167 predominantly African-American mothers and their 2-year-old children. Two hypotheses were considered based on two distinct theoretical origins of self-control. First, consistent with a behavioral perspective, exposure to positive parenting was hypothesized to indirectly affect externalizing behaviors through children’s self-control; that is, children’s self-control was expected to mediate the association between positive parenting and externalizing behaviors. Second, consistent with a temperamental perspective, self-control was expected to moderate the impact of positive parenting on levels of children’s externalizing behaviors such that only children with a propensity towards low self-control benefited from positive parenting. Results were not consistent with the mediational hypothesis and provided limited support for the moderational hypothesis. That is, only for children with characteristically low self-control was exposure to more positive parenting associated with fewer externalizing behavior problems, as rated by teachers, one year later.
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Sosnowski, David. "Adverse Childhood Experiences Indirectly Affect Child Telomere Length Through Self-Regulation." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5768.
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The goals of present study were: (a) to examine associations between adverse childhood experiences (ACEs) and telomere length during childhood using ACE composite scores both with and without “new” adversities (i.e., parental death and poverty), and (b) to determine if ACEs indirectly affect telomere length through children’s self-regulatory abilities (i.e., effortful control and self-control). The analytic sample consisted of national data from teachers, biological parents, and their children (N = 2,527; Mage = 9.35, SD = .36 years; 52% male; 45% Black). Results from linear regression analyses revealed a statistically significant main effect of updated (but not traditional) ACEs on child telomere length, controlling for hypothesized covariates, although the additional amount of variance explained by ACEs was negligible. Results from mediation analyses revealed an indirect effect of ACEs on child telomere length through self-control, assessed via a teacher-reported Social Skills Rating System, but not effortful control. While longitudinal studies are needed to strengthen claims of causation, the present study clarifies the association between ACEs and telomere length during middle childhood, and identifies a pathway from ACEs to changes in telomere length that should be explored further.
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Smith, Julia M. "Investigating the relationship between self-regulation (effortful control/executive functioning) and outcomes of very early traumatic brain injury." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1562673551434214.
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Day, Kimberly L. "Relations Between Parent Emotion Coaching and Children's Emotionality: The Importance of Children's Cognitive and Emotional Self-Regulation." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/56960.
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Children's self-regulation has been found to be related to optimal developmental outcomes; however, researchers are still investigating how cognitive and emotional regulation work together to explain development of self-regulation. This study investigated how children's private speech interacted with emotion regulation, conceptualized as effortful control, to predict children's emotionality. I also examined how private speech and effortful control may be different strategies of self-regulation that more fully explain the relation of parental emotion coaching philosophy to children's emotionality.
Preschool-aged children (n = 156) and their primary caregivers participated in this study. Parental emotion coaching was observationally measured as encouraging of negative emotion when discussing a time when children were upset. Children's non-beneficial private speech was transcribed and coded during a cognitively-taxing task. Children's effortful control (attention shifting, attention focusing, and inhibitory control) and negative emotion (anger and sadness) were measured using parent-report on the Child Behavior Questionnaire (CBQ).
It was found that children's parent-reported effortful control significantly mediated the relation between parent's observed emotion coaching philosophy and children's reported negative emotionality. Parents who did more emotion coaching had children reported to have greater effortful control and in turn were reported as less emotionally negative. While parental emotion coaching did not predict children's non-beneficial private speech, children who used less of the non-beneficial private speech were reported as less emotionally negative. Lastly, children's private speech and effortful control interacted to predict children's negative emotion. When children were low in effortful control they were high in negative emotion, regardless of how much non-beneficial private speech they used. However, children with higher levels of effortful control were reported as less negative when non-beneficial private speech was low.
This research supports the importance of considering both cognitive and emotional development together, because private speech and emotion regulation interacted to predict children's negative emotionality. In addition, parents who support and encourage negative emotions may aid children's effortful control.
This research further supports the importance of children's use of private speech in the classroom because non-beneficial private speech may be an additional cue for teachers and caregivers to know that a child needs assistance.Ph. D.
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Vesco, Anthony Thomas. "Impacts of Omega-3 Supplementation and Cognitive-Behavioral Therapy on Trajectories and Associations of Children’s Affectivity and Effortful Control." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1467327294.
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Toh, Gim Yen. "The Role of Verbal Worry in Cognitive Control and Anxious Arousal in Worry and Generalized Anxiety: A Replication and an Extension." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu154391569994676.
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Bjørklund, Oda Katrine. "Predictors of children’s eating behaviors : A prospective study." Thesis, Norges teknisk-naturvitenskapelige universitet, Psykologisk institutt, 2014. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-25239.
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Eating behaviors, notably eating behaviors conceptualized as appetitive traits, have been suggested as important determinants of individual differences in body weight and thus overweight and obesity. Such appetitive traits include emotional overeating, food responsiveness, enjoyment of food, satiety responsiveness and slowness in eating. Yet little is known about the factors that influence the development of these appetitive traits. Therefore, the current study prospectively investigated a range of predictors of appetitive traits related to both individual child characteristics and parent factors in a large population-based sample of children followed from age 6 to 8 years (N = 689). When adjusting for the initial levels of the specific appetitive trait in question at age 6 and the other predictors, the results showed that instrumental feeding and low levels of effortful control predicted emotional overeating at age 8, whereas instrumental feeding and parental restrained eating predicted food responsiveness at age 8. Enjoyment of food, satiety responsiveness and slowness in eating were not affected by any of the predictors investigated in this study. In conclusion, these findings support low effortful control and instrumental feeding as predictors of emotional overeating, and instrumental feeding and parental restrained eating as predictors of food responsiveness. These findings are relevant in providing a better understanding of the development of children’s eating behaviors, in addition to informing prevention and treatment strategies for childhood obesity.
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Santucci, Aimee Kristin. "Individual Differences in Adults' Self-Report of Negative Affect and Effortful Control: Consequences for Physiology, Emotion, and Behavior During Regulatory Tasks." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27569.
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Emotion regulation is processes by which individuals influence which emotions they have, when they have them, and how they experience and express those emotions. In the field of developmental psychology, there is a large literature on affect regulation focused almost exclusively on infants and young children with a focus on temperamental differences in reactivity, both affective and physiological, and accompanying regulatory strategies. The purpose of the current study was to examine the role of two dimensions of temperament, negative affect (NA) and effortful control (EC), and how these dimensions relate to physiology, self-report of emotion, and behavior during resting and stressor tasks (Stroop, video game, hand cold pressor, and delayed gratification), the latter in which emotion suppression instructions were given. Using the Adult Temperament Questionnaire (ATQ) to screen 656 subjects, 24 males and 53 females were recruited to take part in the second phase of the study, creating four groups with their screening ATQ scores: high NA/high EC, low NA/low EC, high NA/low EC, low NA/high EC. Physiological measures derived from electrocardiogram (ECG) and impedance cardiography were recorded during each task and behaviors were coded using the Emotion Expressive Behavior Coding System. EC Group and NA Group were not significant for the majority of the physiological, self-report, and behavioral variables. However, the EC subscale inhibitory control was predictive of lower resting HRV for females only, and the Extraversion/Surgency subscale Sociability was a significant predictor of cardiac sympathetic activity during the tasks, with low sociability subjects showing a stronger sympathetic response. Neither self-report of emotion nor behavioral variables show a clear group difference in response to the tasks. Future studies will examine the use of other types of regulatory tasks, such as social interactions, as well as the need for a balance between emotion expressivity and emotion regulation.Ph. D.
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Holmes, Christopher Joseph. "Integrating emotion and cognition in the pathway from adolescent religiousness to risk taking." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/81909.
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Existing literature has demonstrated an association between higher adolescent religiousness and lower risk taking via higher self-regulation. However, the present study uniquely sought to elucidate whether particular dimensions of self-regulation (i.e., emotion regulation, effortful control, and executive function) play differential roles in establishing this relation. It was hypothesized in longitudinal analyses over one year that higher religiousness would be associated with higher emotion regulation, which in turn was hypothesized to be associated with higher effortful control and executive function, and, subsequently, higher effortful control and higher executive function to be associated with higher risk taking. Participants included 157 adolescents at Time 1 (mean age = 14 years, 52% male) and 140 adolescents returned for Time 2 (mean age = 15 years, 53% male). Structural equation models, including confirmatory factor analysis and path models tested significant individual paths and mediation via bias corrected bootstrapping supported hypotheses across multiple alternative models, except for hypotheses regarding mediation analyses, which received limited empirical support. The findings highlight that higher religiousness is associated with higher emotion regulation and, in turn, higher emotion regulation is associated with higher executive function and effortful control which, subsequently, are associated with lower adolescent risk taking. In light of this, religiousness is understood as a contextual protective factor for adolescents and intervention strategies targeting emotion regulation, executive function, and effortful control may be associated with lower adolescent risk taking.Ph. D.
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Deng, Min Gariépy Jean-Louis. "A developmental model of effortful control the role of negative emotionality and reactivity, sustained attention in mother-child interaction, and maternal sensitivity /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1764.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2008.Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Psychology." Discipline: Psychology; Department/School: Psychology.
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Gillie, Brandon L. "Predictors and Consequences of Thought Suppression Ability: A Replication and Extension." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1467234514.
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Padin, Avelina C. "Implicit attitudes, physical activity and self-regulatory capacity." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1467813684.
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Yoon, Jeung Eun. "Theory of mind in middle childhood : assessment and prediction." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1941.
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Theory of Mind (ToM), a social cognitive skill defined as one's ability to attribute mental states to self and others, is considered key for a successful navigation of one's social world. Extensive research has elucidated the early developmental trajectory, predictors, correlates, and outcomes of ToM in the first five years of a child's life. By contrast, although ToM continues to develop beyond age five, and children increasingly begin to function in more complex and interconnected social ecologies, very little is known about ToM in middle childhood. The present study examines ToM development in middle childhood, using a new measure that is age appropriate, innovative, and embedded in the flow of a naturalistic social interaction. Drawing from rich behavioral and report data collected from children, parents, and teachers in a longitudinal study from toddlerhood to middle childhood, interpersonal factors (the child's relationships with the mother, father, and peers), and intrapersonal factors (temperament characteristic of effortful control) are systematically examined to predict individual differences in children's performance in the new ToM measure at age 10. Associations between children's ToM and their broadly ranging, concurrently assessed clinical symptoms are also examined. As a preliminary venture, using a small sample of children with autism spectrum disorders (ASD) and their caregivers, the present study also seeks to establish preliminary criterion validity for the new measure of ToM.
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Anaya, Berenice. "Self-Regulation in Preschoolers: Validity of Hot and Cool Tasks as Predictive Measures of Academic and Socio-Emotional Aspects of School Readiness." TopSCHOLAR®, 2016. http://digitalcommons.wku.edu/theses/1644.
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Extensive research on the development of self-regulation has demonstrated that better executive functioning and effortful control during the preschool years are associated with greater kindergarten and early school achievement. Recent findings suggest that self-regulation tasks differ in their assessment of “hot” and “cool” regulation, how these processes map onto effortful control and executive functioning, and may predict school readiness. However, only a few studies have examined the validity of hot and cool regulation tasks (Allan & Lonigan, 2014; Di Norcia, Pecora, Bombi, Baumgartner, & Laghi, 2015; Willoughby, Kupersmidt, Voegler-Lee, & Bryant, 2011), and how they predict socio-emotional competence (Di Norcia et al., 2015) and academic performance (Kim, Nordling, Yoon, Boldt, & Kochanska, 2013). The current study examined the validity of hot and cool tasks as measures of self-regulation and predictive measures of school readiness within a low-income sample. The sample consisted of 64 preschoolers between the ages of three (n= 38) and four (n= 26) who were enrolled in a blended Head Start program. The Preschooler Self-Regulation Assessment, Woodcock Johnson subtests (Letter Word, Applied Problem, and Picture Vocabulary), and teacher ratings of social competence (Social Competence and Behavioral Evaluation) and emotional competence (Emotion Regulation Checklist) were collected in the fall and spring of the school year. Results indicated that performance on the Cool and Hot tasks
was moderate to highly correlated with academic performance and teacher ratings of socio-emotional competence respectively. Developmental differences in selfregulation performance suggested that cool regulation begins to develop later in the preschool period and may depend on earlier development of hot regulatory processes. There were also gains in academic achievement and socio-emotional competence from fall to spring. Regression analyses indicated that Hot and Cool tasks did not predict socio-emotional competence and academic achievement as distinctively as expected. Hot and cool regulation seemed to predict socio-emotional competence and academic achievement in parallel, with the exception of math performance, which was strongly predicted by Cool task performance above and beyond Hot tasks. Results suggest that hot and cool regulation overlap in predicting school readiness.
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Manzeske, David P. "Infant emotionality moderates relations between maternal parenting in early childhood and children's reactivity and effortful control at 54 months differential susceptibility or gene-environment dual risk vulnerability? /." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3378370.
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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2009.Title from PDF t.p. (viewed on Jul 9, 2010). Source: Dissertation Abstracts International, Volume: 70-10, Section: B, page: 6586. Adviser: Anne D. Stright.
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Zahl, Tonje. "Preschool predictors of social competence in first grade. A prospective community study." Thesis, Norges teknisk-naturvitenskapelige universitet, Psykologisk institutt, 2013. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-23941.
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Background: Developing a well-adept social competence in preschool years is considered important and seems to play a pivotal role in later social functioning like school readiness and academic competence. Due to the individual development in children, establishing potential early markers of early social problems has been difficult. Although parent, peer, and contextual factors may be important to children’s development of social competence, the present study addressed the range of individual differences in children that may facilitate or impede social skills development. Method: The paper is based on data from the comprehensive longitudinal Trondheim Early Secure Study (TESS) of a screen-stratified community sample of 2475 children who were assessed at 4 year of age (T1) and followed up at the age of 6 (T2) (n=797). General linear modeling weighting data back to yield true population estimates of the predictive value of Social Competence, Gender, Negative Affectivity, Surgency, Effortful Control, Inattention, Hyperactivity, Impulsivity, Peer Problems, Disorganized Attachment and Callous-Unemotional traits assessed at T1 in predicting Social Competence at T2, when adjusting for Social Competence at T1. Results: Analysis indicates that Social Competence, Surgency, Inattention, Peer Problems high levels of Callous-Unemotional traits and Disorganization were unique predictors of Social Competence when adjusting for all variables. Negative Affectivity failed to predict Social Competence. Conclusions: Beyond a sizable continuity in social competence a range of child characteristics may enhance social skills development in young children . The identification of such child factors, when controlling for other potential factors, may inform health promotion efforts towards increasing young children’s social competence.
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Geiger, Romin Emmanuel. "Preschool Self-Regulation: A Predictor of School Readiness." TopSCHOLAR®, 2019. https://digitalcommons.wku.edu/theses/3134.
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Substantial evidence from previous research has supported the idea that greater self-regulation in the form of “cool” self-regulation or executive functioning and “hot” self-regulation or effortful control is associated with higher academic achievement within the preschool years and school readiness in the kindergarten years (Anaya, 2016; Carlson, 2005). However, there are only a few studies that assess the prediction of school readiness through validated cool and hot self-regulation tasks (Carlson, 2005; Krain, Wilson, Arbuckle, Kastellanos, & Wilham, 2006; Rothbart, Ellis, Rueda, & Posner, 2003; Thompson & Giedd, 2000). There also few studies examining to what extent cool and hot-self-regulation tasks predict socio-emotional (Blair, 2002) and academic achievement (Bull & Scherif, 2001), which are aspects of school readiness. The current study examined the validity of hot and cool tasks as measures of school readiness within a preschool sample (n = 86) enrolled in one of two programs: one blended Head Start and one full Head Start program. Adapted hot and cool self-regulation tasks, global observer ratings of hot and cool self-regulation tasks (Preschool Self-Regulation Assessment Assessor Report (PSRA-AR) and the Observation of Child Temperament Scale), Woodcock Johnson subtests (Letter Word, Applied Problems, and Picture Vocabulary), teacher ratings of social competence (Social Competence and Behavioral Evaluation) and emotional competence (Emotion Regulation Checklist) were collected in the fall of the school year. Results indicated that performance on cool tasks of measures cool self-regulation were highly correlated with academic performance and that the Snack Delay task and the PSRA-AR component scores (Attention/Impulse Control and Positive Emotion) of hot self-regulation were correlated with socio-emotional competence. Additionally, there were no age differences for hot self-regulation. Regression analyses suggested that hot self-regulation predicted socio-emotional competence and cool tasks predicted academic achievement. However, conclusions regarding hot self-regulation age differences and predictive validity are limited by the sole use of one hot task within this study and the results do not warrant a conclusion regarding whether hot self-regulation and cool self-regulation are separate self-regulation constructs, given the use of only one hot task.
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Heydari, Sepideh. "Cognitive control modulates pain during effortful goal-directed behaviour." Thesis, 2020. http://hdl.handle.net/1828/12122.
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Many theories of decision-making consider pain, monetary loss, and other forms of punishment to be interchangeable quantities that are processed by the same neural system. For example, standard reinforcement learning models utilize a single reinforcement term to represent both monetary losses and pain signals. By contrast, I propose that 1) pain signals present unique computational challenges, 2) these challenges are addressed in humans and other animals by anterior cingulate cortex (ACC), and 3) pain is regulated by cognitive control during goal-directed tasks, using principles of the hierarchical reinforcement learning model of the ACC (HRL-ACC). To show this, I conducted 3 studies. In Study 1, I conducted an electrophysiological study to investigate the effect of task goals on event-related brain potentials (ERPs) during conditions where pain and reward are used. Specifically, I investigated whether feedback stimuli predicting forthcoming pain would elicit the reward positivity, an ERP component that is more positive-going to positive feedback than to negative feedback, when the goal of the task is to find electrical shocks. Contrary to my predictions, a standard reward positivity was not elicited by pain feedback in this task. In Study 2, I conducted three behavioral experiments wherein the subjective costs of mild electrical shocks were equated with monetary losses for each individual participant using a calibration procedure. I hypothesized that decision-making behavior in face of painful events and decision making behavior in the face of monetary losses would be different from each other despite the outcomes (pain vs. monetary loss) being equated for their subjective costs. This prediction was confirmed, demonstrating that the costs associated with pain and monetary losses differ in more than just magnitude. In Study 3, to explain these results, I developed an extension to an existing computational framework, the HRL-ACC model. The present model provides insight into choice behaviour in the pain and monetary loss (ML) conditions by showing that cognitive control levels converge to an average level across trials. In the pain condition, cognitive control fluctuates from trial to trial in a systematic fashion, causing trials with low shock levels to be over-valued and shocks with high-shock levels to be undervalued. By contrast, in the ML condition cognitive wanes across trials because it is not needed and the model displays normative behavior. These findings are in line with psychological approaches to pain treatment and provide neuro-cognitive explanations that underlie their mechanisms. In line with the HRL-ACC theory, I propose that the ACC regulates pain by motivating good performance in the face of physical punishments (but not monetary losses) in order to achieve long-term goals that are produced by ACC.Graduate
2021-08-18
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TING, WONG MEI, and 黃美霆. "Maternal Behaviors, Children’s Effortful Control and Children’s Social Behaviors." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/82yye5.
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碩士輔仁大學
兒童與家庭學系碩士班
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The purpose of this study was to understand the relations among maternal behaviors, children’s effortful control and young children’s social behavior. Furthermore, it also investigated the effects of maternal behaviors, children’s effortful control on young children’s social behavior. The research participants used in the analyses were 176 mothers and the preschoolers invited and recruited from public, private and non-profit preschools in Taipei and New Taipei cities. Mothers’ control and affect behaviors were observed in mother-child free play and teaching task. The maternal positive and negative behaviors were coded by time sampling. The other research instruments included young children's effortful control scale, young children’s social skills scale, overt aggression scale and relational aggression scale. The data collected were analysed by descriptive statistics, reliability analyses, Pearson correlations and hierarchical multiple regressions. The main results were as followed: Maternal behaviors included positive and negative control, positive and negative affect. It was found that maternal behaviors were found to show more positive control and less negative affect. Children’s effortful control included attention focusing, perceptual sensitivity and inhibitory control. The behaviors of children’s effortful control was tended to show some consistent. It showed that the score of effortful control for young children was above average. Young children’s positive social behaviors included self-control skills, friendship-making skills, and assertion skills. The scores of young children’s positive social behaviors were quite consistent. Young children’s negative social behaviors included overt and relational aggression. Young children showed little aggressive behaviors evaluated by teachers. There were significant gender differences in children’s social behaviors. Girls showed more positive social behaviors than boys. However, boys showed more negative social behaviors than girls. There was no significant differences in children’s social behaviors based upon their family SES. The correlation results indicated that maternal negative behaviors were significantly related to children's social behaviors. Moreover, maternal positive behaviors and positive affect were significantly negatively related to children's negative social behaviors. Young children’s effortful control (especially inhibitory control)were significantly positively related to children's positive social behaviors and negatively related to overt aggression .Maternal behaviors, young children’s effortful control, and gender showed significant associations with young children’s social behaviors. All of the variables accounted for 14%~23% variance of young children’s social behaviors. Finally, this research proposed the study suggestions, according to the study results, and provided reference materials for parents, children education practitioners. The recommendations were also made for future researchers.