Sustained attention in infancy: A foundation for the development of multiple aspects of self-regulation for children in poverty

被引:45
作者
Brandes-Aitken, Annie [1 ]
Braren, Stephen [1 ]
Swingler, Margaret [1 ]
Voegtline, Kristin [1 ]
Blair, Clancy [1 ]
机构
[1] NYU, Dept Appl Psychol, 550 1St Ave, New York, NY 10012 USA
基金
美国国家科学基金会;
关键词
Attention; Self-regulation; Infancy; Poverty; Executive function; Emotion Regulation; FUNCTIONAL BRAIN-DEVELOPMENT; EXECUTIVE FUNCTION; EFFORTFUL CONTROL; EARLY-CHILDHOOD; PREFRONTAL CORTEX; DEVELOPING MECHANISMS; SOCIOECONOMIC-STATUS; SCHOOL READINESS; SOCIAL-BEHAVIOR; STRESS;
D O I
10.1016/j.jecp.2019.04.006
中图分类号
B844 [发展心理学(人类心理学)];
学科分类号
040202 ;
摘要
There are many avenues by which early life poverty relates to the development of school readiness. Few studies, however, have examined the extent to which sustained attention, a central component of self-regulation in infancy, mediates relations between poverty-related risk and cognitive and emotional self-regulation at school entry. To investigate longitudinal relations among poverty-related risk, sustained attention in infancy, and self regulation prior to school entry, we analyzed data from the Family Life Project, a large prospective longitudinal sample (N = 1292) of children and their primary caregivers in predominantly low-income and nonurban communities. We used structural equation modeling to assess the extent to which a latent variable of infant sustained attention, measured in a naturalistic setting, mediated the associations between cumulative poverty related risk and three domains of self-regulation. We constructed a latent variable of infant sustained attention composed of a measure of global sustained attention and a task-based sustained attention measure at 7 and 15 months of age. Results indicated that infant sustained attention was negatively associated with poverty-related risk and positively associated with a direct assessment of executive function abilities and teacher-reported effortful control and emotion regulation in pre-kindergarten. Mediation analysis indicated that the association between poverty-related risk and each self-regulation outcome was partially mediated by infant attention. These results provide support for a developmental model of self-regulation whereby attentional abilities in infancy act as a mechanism linking the effects of early-life socioeconomic adversity with multiple aspects of self-regulation in early childhood. (C) 2019 Elsevier Inc. All rights reserved.
引用
收藏
页码:192 / 209
页数:18
相关论文
共 50 条
  • [31] "Same But Different": Associations Between Multiple Aspects of Self-Regulation, Cognition, and Academic Abilities
    Malanchini, Margherita
    Engelhardt, Laura E.
    Grotzinger, Andrew D.
    Harden, K. Paige
    Tucker-Drob, Elliot M.
    JOURNAL OF PERSONALITY AND SOCIAL PSYCHOLOGY, 2019, 117 (06) : 1164 - 1188
  • [32] Depressive Symptoms and Developmental Change in Mothers' Emotion Scaffolding: Links to Children's Self-Regulation and Academic Readiness
    Jahromi, Laudan B.
    Umana-Taylor, Adriana J.
    Updegraff, Kimberly A.
    Williams, Chelsea Derlan
    Kirkman, Katherine
    DEVELOPMENTAL PSYCHOLOGY, 2020, 56 (11) : 2040 - 2054
  • [33] Elucidating mechanisms linking mothers' and fathers' mind-mindedness in infancy with children's self-regulation at early preschool age
    Bendel-Stenzel, Lilly C.
    An, Danming
    Kochanska, Grazyna
    JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY, 2024, 238
  • [34] Stress and the Development of Self-Regulation in Context
    Blair, Clancy
    CHILD DEVELOPMENT PERSPECTIVES, 2010, 4 (03) : 181 - 188
  • [35] Self-Regulation Interventions for Children in Living Poverty in the United States: A Systematic Review
    Wen, Hao
    Cui, Jiawen
    Husile, Husel
    RESEARCH ON SOCIAL WORK PRACTICE, 2024,
  • [36] TESTING MODELS OF CHILDREN'S SELF-REGULATION WITHIN EDUCATIONAL CONTEXTS: IMPLICATIONS FOR MEASUREMENT
    Raver, C. Cybele
    Carter, Jocelyn Smith
    McCoy, Dana Charles
    Roy, Amanda
    Ursache, Alexandra
    Friedman, Allison
    ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR, VOL 42, 2012, 42 : 245 - 270
  • [37] Screen Media Exposure in Early Childhood and Its Relation to Children's Self-Regulation
    Uzundag, Berna A.
    Altundal, Merve Nur
    Kessafoglu, Dilara
    HUMAN BEHAVIOR AND EMERGING TECHNOLOGIES, 2022, 2022
  • [38] Growing up in a challenging environment: A cultural analysis of self-regulation development in poverty
    Mousavi, Seyyedeh Zeinab
    Gharibzadeh, Shahriar
    EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY, 2022, 19 (02) : 283 - 300
  • [39] Development of self-regulation of bilingual children and the role of teacher-child interactions
    Melo, Carolina
    Pianta, Robert
    DeCoster, Jamie
    Orellana, Pelusa
    INTERNATIONAL JOURNAL OF BILINGUAL EDUCATION AND BILINGUALISM, 2024, 27 (06) : 836 - 853
  • [40] Examining the Predictive Relations Between Two Aspects of Self-Regulation and Growth in Preschool Children's Early Literacy Skills
    Lonigan, Christopher J.
    Allan, Darcey M.
    Phillips, Beth M.
    DEVELOPMENTAL PSYCHOLOGY, 2017, 53 (01) : 63 - 76