INDIVIDUAL DIFFERENCES IN CHILD DEVELOPMENT OF AFFECTIVE STYLE/CONSEQUENCES

描述（申请人的摘要）：项目使用的数据可从 威斯康星州产假和健康项目（WMLHP）调查 儿童情感风格的发展轨迹及其 后果，从婴儿期和学龄前几年通过关键的 过渡到学校和进入童年中期。待检验假设 （a）情感风格是个体情感的函数， 环境和语境因素;（B）情感风格起着重要的作用， 在儿童对压力的脆弱性和适应性方面的核心作用， 包括慢性和急性应激源以及正常的发育 童年的挑战。WMLHP纵向数据库包括数据 从怀孕到（目前）5岁的儿童和家庭。 此外，对于多项评估（多方法;多报告者）， 父母和孩子的影响，压力和孩子的行为（正常和 病理学），与中心最相关的关键变量是 情绪增强惊吓反射（儿童）和唾液皮质醇 (in儿童、兄弟姐妹和父母; N=480），在儿童 四岁。 该中心将支持三项相关活动。第一，现有数据 基地将用于进行分析，重点是了解 早期个体差异因素、家庭环境/压力的影响，以及 情感环境对儿童情感发展的影响 风格的行为和心理生物学指标的索引期间， 学龄前第二，在第二次和第三次家庭评估期间， 中心的第三年将在儿童进入 三年级 在这里，我们将调查他们的情感风格的后果， 对学校的适应以及他们的社会情绪和行为适应 在此期间我们还将讨论 随着时间的推移，情感风格的个体差异，并考虑是否有 是“关键”因素（如家庭压力），有助于 稳定或不稳定。最后，将对儿童进行一次抽样， 根据个人和家庭风险因素选择， 中心神经生理学实验室这里的问题是：做 儿童在学习期间面临内化困难的风险较高 向学校过渡也表现出生理脆弱性的模式， 例如右脑激活程度较高，情感恢复较慢， 皮质醇升高吗

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?