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At What Age Does Hard Work Add a Shine to Lousy Prizes?
Putting in a lot of effort to earn a reward can make unappealing prizes more attractive to kindergartners, but not to preschoolers, according to research published in Psychological Science, a journal of the Association for
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Beyond Simple Models of Self-Control
The adolescent brain is more “plastic” than it will ever be again and capable of remarkable adaptability in light of the many challenges that this developmental phase brings. Yet it is a peak time for accidental injury and death, in part because of diminished self-control – the ability to inhibit inappropriate desires, emotions, and actions in favor of appropriate ones. Findings of adolescent-specific changes in self-control and underlying brain circuitry are considered in terms of how evolutionary based biological constraints and experiences shape the brain to adapt to the unique challenges of adolescence.
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Regulation Across the First Decade of Life
Regulation – a multilayered construct defined by the interplay of excitation and inhibition –undergoes substantial development across the first decade of life, is supported by bottom-up processes, and matures in the context of parent-infant synchrony and the neurobiology of affiliation. The talk will chart a biobehavioral perspective on the development of regulation by providing insights from five birth cohorts each followed repeatedly across the first decade of life using careful behavioral observations and neurobiological assessments.
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Self-Control Strategies for School-Age Children
What strategies can children use to facilitate self-control? First, they can choose their physical or social circumstances or change them to their advantage. Next, they can selectively attend to particular features of their situations or represent their situations in particular ways. Using these metacognitive strategies is more efficient than effortful response inhibition.
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Making Sense of Self-Regulation in Early Childhood
The effect of parental supportive emotion socialization on internalizing symptoms (IS) in early childhood is moderated by child executive function (EF). For children with low EF, there is a negative relation between supportive behaviors and IS, but there is no relation for children with high EF.
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New Research From Psychological Science
Read about the latest research published in Psychological Science: Turbulent Times, Rocky Relationships: Relational Consequences of Experiencing Physical Instability Amanda L. Forest, David R. Kille, Joanne V. Wood, and Lindsay R. Stehouwer Can physical instability lead to instability in relationships?
