Cardiac vagal regulation across the preschool period: Stability, continuity, and implications for childhood adjustment
Cardiac vagal regulation across the preschool period: Stability, continuity, and implications for childhood adjustment
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DOI：
10.1002/dev.20020
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发表时间：
2004-11-01
影响因子：
2.2
通讯作者：
Keane, SP
中科院分区：
文献类型：
--
作者：
Calkins, SD;Keane, SP
在一项对学龄前儿童的纵向研究中，研究了心脏迷走神经调节的稳定性和连续性，其作用是抑制呼吸性窦性心律失常（RSA）。本研究以154名两岁儿童为研究对象，研究情绪和行为挑战对心脏活动和自我调节行为指标的影响。其中122名儿童在4.5岁时再次接受评估。在这两个年龄段，孩子们都接受了一系列实验室程序的评估，这些程序旨在对他们的情绪和行为进行挑战，在此期间，他们的心率被记录下来。为了评估迷走神经调节，从这些程序中得出了RSA和RSA抑制挑战任务的测试方法。为了评估儿童的适应和自我调节能力，在儿童4.5岁时进行了一系列的父母报告测量。结果表明，RSA抑制在不同年龄的挑战任务中具有较高的稳定性，RSA抑制在不同年龄之间具有适度的稳定性，RSA抑制的幅度在不同年龄之间有显著的下降。第二，在整个学前阶段表现出稳定和高度压抑模式的儿童情绪消极程度较低，行为问题较少，社交技能较其他儿童更好。(C) 2004 Wiley期刊有限公司
Stability and continuity of vagal regulation of the heart, operationalized as suppression of respiratory sinus arrhythmia (RSA) during challenge, was examined in a longitudinal study of preschoolers. A sample of 154 two-year-old children was recruited for participation in a study of the affects of emotional and behavioral challenge on cardiac activity and behavioral indices of adjustment and self-regulation. A total of 122 of these children were assessed again at age 4.5 years. At both ages, the children were assessed in a series of laboratory procedures that were intended to be emotionally and behaviorally challenging, during which time heart rate was recorded. To assess vagal regulation, testing measures of RSA and RSA suppression to the challenge task were derived from these procedures. To assess childhood adjustment and self-regulation, a number of parent-report measures were administered when the children were 4.5 years of age. Results indicated that there was high stability in RSA suppression across the challenge tasks within both ages, modest cross-age stability in RSA suppression, and a significant decrease in the magnitude of RSA suppression across age. Second, children who displayed a pattern of stable and high suppression across the preschool period were less emotionally negative, and had fewer behavior problems and better social skills than other children. (C) 2004 Wiley Periodicals, Inc.