Effects of Parenting Environment on Child and Adolescent Social-Emotional Brain Function.
Effects of Parenting Environment on Child and Adolescent Social-Emotional Brain Function.
复制标题
DOI：
10.1007/7854_2021_276
复制
发表时间：
2022
影响因子：
--
通讯作者：
中科院分区：
文献类型：
--
作者：
儿童和青少年所经历的成长环境对他们的社会情感发展至关重要。父母养育可能会影响儿童的社会情感的结果，通过其影响塑造儿童的大脑发育。研究已经开始使用功能性磁共振成像（fMRI）来调查养育对儿童和青少年大脑功能的影响。在这里，我们回顾这些初步研究。这些研究发现，父母行为与儿童和青少年的神经网络功能激活之间存在关联，这些神经网络涉及情绪唤醒，情绪调节（ER），奖励处理，认知控制和社会情绪信息处理。这些研究的结果表明，较高的消极养育和较低的积极养育通常与青少年对负面情绪刺激的情绪唤起网络的高度激活有关。此外，研究结果表明，较低的积极养育与奖励处理网络对青年金钱奖励的较高反应有关。最后，研究结果表明，较低的积极养育预测较低的激活在认知控制网络在认知控制任务和适应性神经反应父母特定的刺激。几项研究发现，这些协会是由儿童性别或精神病理学风险状态的调节，我们讨论这些调节因素，并讨论儿童的社会情感发展的影响。
The caregiving environment that children and adolescents experience is critically important for their social-emotional development. Parenting may affect child social-emotional outcomes through its effects in shaping the child’s developing brain. Research has begun to investigate effects of parenting on child and adolescent brain function in humans using functional magnetic resonance imaging (fMRI). Here we review these initial studies. These studies find associations between parenting behavior and child and adolescent functional activation in neural networks involved in emotional arousal, emotion regulation (ER), reward processing, cognitive control, and social-emotional information processing. Findings from these studies suggest that higher negative parenting and lower positive parenting are generally associated with heightened activation in emotional arousal networks in response to negative emotional stimuli in youth. Further, findings indicate that lower positive parenting is associated with higher response in reward processing networks to monetary reward in youth. Finally, findings show that lower positive parenting predicts lower activation in cognitive control networks during cognitive control tasks and less adaptive neural responses to parent-specific stimuli. Several studies found these associations to be moderated by child sex or psychopathology risk status and we discuss these moderating factors and discuss implications of findings for children’s social-emotional development.