Context is key: Parasympathetic regulation in the classroom differentially predicts preschoolers' socially competent behaviors.
Context is key: Parasympathetic regulation in the classroom differentially predicts preschoolers' socially competent behaviors.
复制标题
背景是关键：课堂上的副交感神经调节对学龄前儿童的社交能力行为有不同的预测。
DOI：
10.1002/dev.22246
复制
发表时间：
2022-03
影响因子：
2.2
通讯作者：
Wagner NJ
中科院分区：
文献类型：
--
作者：
Darling LN;Holochwost SJ;Coffman J;Propper CB;Wagner NJ
研究表明，儿童早期的社会能力预示着他们以后的学业和人际关系的成功。因此，幼儿教育项目越来越多地着眼于评估和支持儿童的社交技能发展。尽管大量的理论和实证工作证明了副交感神经系统(PNS)在支持构成社会行为的神经生理过程中的作用，但还没有研究明确测试对儿童教育环境中PNS活动的评估是否能够洞察儿童的社会功能。目前的研究通过检测通过呼吸性窦性心律失常(RSA)评估的上下文特定的PNS调节在预测学龄前儿童在课堂上对同伴的社交能力行为方面的影响来解决这一差距。结果表明：1)非结构化课堂活动中的RSA退缩(例如，相对于基线任务的减少)可以预测儿童在这些非结构化活动中的社交能力行为，但不能预测结构性活动中的社交能力行为；2)结构化课堂活动中的RSA退缩可以预测儿童在结构性活动中的社交能力行为。这些结果表明，PNS活动对儿童的社会行为有特定于情境的贡献，并强调了在情境中评估神经生理调节的重要性。
Research shows that children’s early social competence predicts their later academic and interpersonal success. Accordingly, early childhood education programs increasingly aim to evaluate and support children’s social skill development. Despite ample theoretical and empirical work demonstrating the role of the parasympathetic nervous system (PNS) in supporting neurophysiological processes that underlie social behaviors, no study has explicitly tested whether assessment of PNS activity in childhood educational settings provides insight into children’s social functioning. The current study addresses this gap by examining the influence of context-specific PNS regulation, assessed via respiratory sinus arrhythmia (RSA), in predicting preschool children’s socially competent behavior toward peers in the classroom. Results showed that: 1) RSA withdrawal (e.g., decreases relative to a baseline task) during unstructured classroom activities predicted children’s socially competent behaviors during these unstructured activities but not during structured activities, whereas 2) withdrawal during structured classroom activities predicted children’s socially competent behaviors during structured activities. These results indicate that PNS activity makes context-specific contributions to children’s social behaviors and highlight the importance of assessing neurophysiological regulation in context.
登录
查看更多内容
影响因子：
3.7
作者：
Downer, Jason T.;Booren, Leslie M.;Lima, Olivia K.;Luckner, Amy E.;Pianta, Robert C.
通讯作者：
Pianta, Robert C.
影响因子：
5.9
作者：
Beauchaine, Theodore P
通讯作者：
Beauchaine, Theodore P
影响因子：
2.6
作者：
Lewis, Gregory F.;Furman, Senta A.;McCool, Martha F.;Porges, Stephen W.
通讯作者：
Porges, Stephen W.
影响因子：
4
作者：
Gormley, WT Jr;Gayer, T;Dawson, B
通讯作者：
Dawson, B
影响因子：
3.3
作者：
Lansford, JE;Malone, PS;Pettit, GS
通讯作者：
Pettit, GS