INDIVIDUAL DIFFERENCES IN CHILD DEVELOPMENT OF AFFECTIVE STYLE/CONSEQUENCES

描述(申请者摘要)：Project使用以下地址提供的数据 威斯康星州产假与健康项目(WMLHP)调查 儿童情感风格的发展轨迹及其影响因素 后果，从婴儿期和学龄前几年到关键的 过渡到学校并进入童年中期。有待检验的假说 是：(A)情感风格是作为个体的功能而发展的 环境和背景因素；以及(B)情感风格发挥作用 在儿童对应激源的脆弱性和适应能力方面发挥核心作用， 包括慢性和急性应激源以及正常发育 童年的挑战。WMLHP纵向数据库包括数据 儿童和家庭从怀孕到(目前)5岁。 此外，对多个评估(多方法；多个记者) 父母和孩子的情感、压力和孩子的行为(包括正常和 病理)，与中心最相关的关键变量是 情绪增强的惊吓反射(儿童)和唾液皮质醇 (儿童、兄弟姐妹和父母；N=480)，当孩子们 4岁。 该中心将支持三项相关活动。第一，现有数据 BASE将用于进行分析，重点是了解 早期个体差异因素、家庭环境/压力以及 情感环境对儿童情感发展的影响 以行为和心理生物学指标为索引的风格 学龄前几年。第二，在第二和第二季度进行密集的家庭评估 随着孩子们的进入，中心的第三年将会进行 三年级。 在这里，我们将调查他们情感风格的后果 学校适应与他们的社会情绪和行为适应 在这段时间里。我们还将解决以下问题： 随着时间的推移，情感风格的个体差异，并考虑是否存在 是“关键”因素(如家庭压力) 稳定或不稳定。最后，孩子们的一个子样本将是 根据个人和家庭风险因素进行选择，并在 中心神经生理学实验室。这里的问题是：做 儿童在发育过程中内化困难的风险更高 过渡到学校也表现出生理上的脆弱性。 比如右脑激活程度较高，情感恢复较慢，或者 强身健体皮质醇？

DESCRIPTION (Applicant's Abstract): Project uses the data available from the Wisconsin Maternity Leave and Health Project (WMLHP) to investigate the developmental trajectories of children's affective style and its consequences, from infancy and the preschool years through the crucial transition to school and into middle childhood. Hypothesis to be tested are: (a) affective style develops as a function of individual, affective environment, and contextual factors; and (b) affective style plays a central role in children's vulnerability and adaptability to stressors, including chronic and acute stressors as well as the normal developmental challenges of childhood. The WMLHP longitudinal data base includes data from children and families followed from pregnancy to (currently) age 5. In addition, to multiple assessments (multi method; multi reporters) of parent and child affect, stress, and child behavior (both normal and pathological), key variables most relevant to the center are measures of the emotion-potentiated startle reflex (in children) and salivary cortisol (in children, siblings, and parents; N=480), taken when the children were 4 years old. The Center will support three related activities. First, the existing data base will be used to carry out analyses focused on understanding the effects of early individual difference factors, family context/stress, and the affective environment on the development of the children's affective style as indexed by behavioral and psychobiological measures during the preschool years. Second, intensive home assessments during the second and third years of the Center will be carried out as the children are entering third grade. Here we will investigate the consequences of their affective style for adjustment to school and their socio-emotional and behavioral adjustment during this period. We will also address the question of the stability of individual differences in affective style over time, and consider if there are "critical" factors (such as family stress) that contribute to stability or instability. Finally, a subsample of children will be selected on the basis of individual and family risk factors and studied in the Center neurophysiological laboratory. Here the question is: do children at higher risk for internalizing difficulties during the transition to school also exhibit patterns of physiological vulnerability such as higher right brain activation, slower affective recovery, or tonically elevated cortisol?