Allostasis and metastasis: The yin and yang of childhood self-regulation / Samuel V. WASS in Development and Psychopathology, 35-1 (February 2023)  

Public ISBD [article]  inDevelopment and Psychopathology > 35-1 (February 2023) . - p.179-190 Titre : Allostasis and metastasis: The yin and yang of childhood self-regulation Type de document : texte imprimé Auteurs : Samuel V. WASS, Auteur Article en page(s) : p.179-190 Langues : Anglais (eng) Mots-clés : attention control  childhood  emotion reactivity  emotion regulation  infancy  self-control  self-regulation Index. décimale : PER Périodiques Résumé : Most research has studied self-regulation by presenting experimenter-controlled test stimuli and measuring change between baseline and stimulus. In the real world, however, stressors do not flash on and off in a predetermined sequence, and there is no experimenter controlling things. Rather, the real world is continuous and stressful events can occur through self-sustaining interactive chain reactions. Self-regulation is an active process through which we adaptively select which aspects of the social environment we attend to from one moment to the next. Here, we describe this dynamic interactive process by contrasting two mechanisms that underpin it: the ''yin'' and ''yang'' of self-regulation. The first mechanism is allostasis, the dynamical principle underlying self-regulation, through which we compensate for change to maintain homeostasis. This involves upregulating in some situations and downregulating in others. The second mechanism is metastasis, the dynamical principle underling dysregulation. Through metastasis, small initial perturbations can become progressively amplified over time. We contrast these processes at the individual level (i.e., examining moment-to-moment change in one child, considered independently) and also at the inter-personal level (i.e., examining change across a dyad, such as a parent-child dyad). Finally, we discuss practical implications of this approach in improving the self-regulation of emotion and cognition, in typical development and psychopathology. En ligne : https://doi.org/10.1017/S0954579421000833 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499 [article] Allostasis and metastasis: The yin and yang of childhood self-regulation [texte imprimé] / Samuel V. WASS, Auteur . - p.179-190. Langues : Anglais (eng) in Development and Psychopathology > 35-1 (February 2023) . - p.179-190 Mots-clés : attention control  childhood  emotion reactivity  emotion regulation  infancy  self-control  self-regulation Index. décimale : PER Périodiques Résumé : Most research has studied self-regulation by presenting experimenter-controlled test stimuli and measuring change between baseline and stimulus. In the real world, however, stressors do not flash on and off in a predetermined sequence, and there is no experimenter controlling things. Rather, the real world is continuous and stressful events can occur through self-sustaining interactive chain reactions. Self-regulation is an active process through which we adaptively select which aspects of the social environment we attend to from one moment to the next. Here, we describe this dynamic interactive process by contrasting two mechanisms that underpin it: the ''yin'' and ''yang'' of self-regulation. The first mechanism is allostasis, the dynamical principle underlying self-regulation, through which we compensate for change to maintain homeostasis. This involves upregulating in some situations and downregulating in others. The second mechanism is metastasis, the dynamical principle underling dysregulation. Through metastasis, small initial perturbations can become progressively amplified over time. We contrast these processes at the individual level (i.e., examining moment-to-moment change in one child, considered independently) and also at the inter-personal level (i.e., examining change across a dyad, such as a parent-child dyad). Finally, we discuss practical implications of this approach in improving the self-regulation of emotion and cognition, in typical development and psychopathology. En ligne : https://doi.org/10.1017/S0954579421000833 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499

Annual Research Review: 'There, the dance is - at the still point of the turning world' - dynamic systems perspectives on coregulation and dysregulation during early development / Sam WASS in Journal of Child Psychology and Psychiatry, 65-4 (April 2024)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 65-4 (April 2024) . - p.481-507 Titre : Annual Research Review: 'There, the dance is - at the still point of the turning world' - dynamic systems perspectives on coregulation and dysregulation during early development Type de document : texte imprimé Auteurs : Sam WASS, Auteur ; Emily GREENWOOD, Auteur ; Giovanni ESPOSITO, Auteur ; Celia SMITH, Auteur ; Isil NECEF, Auteur ; Emily PHILLIPS, Auteur Article en page(s) : p.481-507 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : During development we transition from coregulation (where regulatory processes are shared between child and caregiver) to self-regulation. Most early coregulatory interactions aim to manage fluctuations in the infant's arousal and alertness; but over time, coregulatory processes become progressively elaborated to encompass other functions such as sociocommunicative development, attention and executive control. The fundamental aim of coregulation is to help maintain an optimal 'critical state' between hypo- and hyperactivity. Here, we present a dynamic framework for understanding child-caregiver coregulatory interactions in the context of psychopathology. Early coregulatory processes involve both passive entrainment, through which a child's state entrains to the caregiver's, and active contingent responsiveness, through which the caregiver changes their behaviour in response to behaviours from the child. Similar principles, of interactive but asymmetric contingency, drive joint attention and the maintenance of epistemic states as well as arousal/alertness, emotion regulation and sociocommunicative development. We describe three ways in which active child-caregiver regulation can develop atypically, in conditions such as Autism, ADHD, anxiety and depression. The most well-known of these is insufficient contingent responsiveness, leading to reduced synchrony, which has been shown across a range of modalities in different disorders, and which is the target of most current interventions. We also present evidence that excessive contingent responsiveness and excessive synchrony can develop in some circumstances. And we show that positive feedback interactions can develop, which are contingent but mutually amplificatory child-caregiver interactions that drive the child further from their critical state. We discuss implications of these findings for future intervention research, and directions for future work. En ligne : https://doi.org/10.1111/jcpp.13960 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523 [article] Annual Research Review: 'There, the dance is - at the still point of the turning world' - dynamic systems perspectives on coregulation and dysregulation during early development [texte imprimé] / Sam WASS, Auteur ; Emily GREENWOOD, Auteur ; Giovanni ESPOSITO, Auteur ; Celia SMITH, Auteur ; Isil NECEF, Auteur ; Emily PHILLIPS, Auteur . - p.481-507. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 65-4 (April 2024) . - p.481-507 Index. décimale : PER Périodiques Résumé : During development we transition from coregulation (where regulatory processes are shared between child and caregiver) to self-regulation. Most early coregulatory interactions aim to manage fluctuations in the infant's arousal and alertness; but over time, coregulatory processes become progressively elaborated to encompass other functions such as sociocommunicative development, attention and executive control. The fundamental aim of coregulation is to help maintain an optimal 'critical state' between hypo- and hyperactivity. Here, we present a dynamic framework for understanding child-caregiver coregulatory interactions in the context of psychopathology. Early coregulatory processes involve both passive entrainment, through which a child's state entrains to the caregiver's, and active contingent responsiveness, through which the caregiver changes their behaviour in response to behaviours from the child. Similar principles, of interactive but asymmetric contingency, drive joint attention and the maintenance of epistemic states as well as arousal/alertness, emotion regulation and sociocommunicative development. We describe three ways in which active child-caregiver regulation can develop atypically, in conditions such as Autism, ADHD, anxiety and depression. The most well-known of these is insufficient contingent responsiveness, leading to reduced synchrony, which has been shown across a range of modalities in different disorders, and which is the target of most current interventions. We also present evidence that excessive contingent responsiveness and excessive synchrony can develop in some circumstances. And we show that positive feedback interactions can develop, which are contingent but mutually amplificatory child-caregiver interactions that drive the child further from their critical state. We discuss implications of these findings for future intervention research, and directions for future work. En ligne : https://doi.org/10.1111/jcpp.13960 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523

Comparative strengths and challenges on face-to-face and computer-based attention tasks in autistic and neurotypical toddlers / Lori-Ann R. SACREY in Autism Research, 16-8 (August 2023)  

Public ISBD [article]  inAutism Research > 16-8 (August 2023) . - p.1501-1511 Titre : Comparative strengths and challenges on face-to-face and computer-based attention tasks in autistic and neurotypical toddlers Type de document : texte imprimé Auteurs : Lori-Ann R. SACREY, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Yomna ELSHAMY, Auteur ; Isabel M. SMITH, Auteur ; Jessica BRIAN, Auteur ; Sam WASS, Auteur Article en page(s) : p.1501-1511 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract The objectives were to compare patterns of visual attention in toddlers diagnosed with autism spectrum disorder (ASD) as compared to their sex- and age-matched neurotypical (NT) peers. Participants included 23 toddlers with ASD and 19 NT toddlers (mean age: 25.52 versus 25.21 months, respectively) assessed using computerized tasks to measure sustained attention, disengaging attention, and cognitive control, as well as an in-person task to assess joint attention. Toddlers in the ASD group showed increased looking durations on the sustained attention task, as well as reduced frequencies of responding to and initiating joint attention compared to NT peers, but showed no differences on tasks of disengaging attention and cognitive control. The results suggest that toddlers with ASD have attentional strengths that may provide a foundation for building attention, communicative, and ultimately, academic skills. En ligne : https://doi.org/10.1002/aur.2983 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510 [article] Comparative strengths and challenges on face-to-face and computer-based attention tasks in autistic and neurotypical toddlers [texte imprimé] / Lori-Ann R. SACREY, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Yomna ELSHAMY, Auteur ; Isabel M. SMITH, Auteur ; Jessica BRIAN, Auteur ; Sam WASS, Auteur . - p.1501-1511. Langues : Anglais (eng) in Autism Research > 16-8 (August 2023) . - p.1501-1511 Index. décimale : PER Périodiques Résumé : Abstract The objectives were to compare patterns of visual attention in toddlers diagnosed with autism spectrum disorder (ASD) as compared to their sex- and age-matched neurotypical (NT) peers. Participants included 23 toddlers with ASD and 19 NT toddlers (mean age: 25.52 versus 25.21 months, respectively) assessed using computerized tasks to measure sustained attention, disengaging attention, and cognitive control, as well as an in-person task to assess joint attention. Toddlers in the ASD group showed increased looking durations on the sustained attention task, as well as reduced frequencies of responding to and initiating joint attention compared to NT peers, but showed no differences on tasks of disengaging attention and cognitive control. The results suggest that toddlers with ASD have attentional strengths that may provide a foundation for building attention, communicative, and ultimately, academic skills. En ligne : https://doi.org/10.1002/aur.2983 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510

Editorial perspective: Leaving the baby in the bathwater in neurodevelopmental research / Sam WASS in Journal of Child Psychology and Psychiatry, 64-8 (August 2023)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 64-8 (August 2023) . - p.1256-1259 Titre : Editorial perspective: Leaving the baby in the bathwater in neurodevelopmental research Type de document : texte imprimé Auteurs : Sam WASS, Auteur ; Emily J.H. JONES, Auteur Article en page(s) : p.1256-1259 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Neurodevelopmental conditions are characterised by differences in the way children interact with the people and environments around them. Despite extensive investigation, attempts to uncover the brain mechanisms that underpin neurodevelopmental conditions have yet to yield any translatable insights. We contend that one key reason is that psychologists and cognitive neuroscientists study brain function by taking children away from their environment, into a controlled lab setting. Here, we discuss recent research that has aimed to take a different approach, moving away from experimental control through isolation and stimulus manipulation, and towards approaches that embrace the measurement and targeted interrogation of naturalistic, user-defined and complex, multivariate datasets. We review three worked examples (of stress processing, early activity level in ADHD and social brain development in autism) to illustrate how these new approaches might lead to new conceptual and translatable insights into neurodevelopment. En ligne : https://doi.org/10.1111/jcpp.13750 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508 [article] Editorial perspective: Leaving the baby in the bathwater in neurodevelopmental research [texte imprimé] / Sam WASS, Auteur ; Emily J.H. JONES, Auteur . - p.1256-1259. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 64-8 (August 2023) . - p.1256-1259 Index. décimale : PER Périodiques Résumé : Neurodevelopmental conditions are characterised by differences in the way children interact with the people and environments around them. Despite extensive investigation, attempts to uncover the brain mechanisms that underpin neurodevelopmental conditions have yet to yield any translatable insights. We contend that one key reason is that psychologists and cognitive neuroscientists study brain function by taking children away from their environment, into a controlled lab setting. Here, we discuss recent research that has aimed to take a different approach, moving away from experimental control through isolation and stimulus manipulation, and towards approaches that embrace the measurement and targeted interrogation of naturalistic, user-defined and complex, multivariate datasets. We review three worked examples (of stress processing, early activity level in ADHD and social brain development in autism) to illustrate how these new approaches might lead to new conceptual and translatable insights into neurodevelopment. En ligne : https://doi.org/10.1111/jcpp.13750 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508

First evidence of the feasibility of gaze-contingent attention training for school children with autism / Georgina POWELL in Autism, 20-8 (November 2016)  

Public ISBD [article]  inAutism > 20-8 (November 2016) . - p.927-937 Titre : First evidence of the feasibility of gaze-contingent attention training for school children with autism Type de document : texte imprimé Auteurs : Georgina POWELL, Auteur ; Sam V. WASS, Auteur ; Jonathan T. ERICHSEN, Auteur ; Susan R. LEEKAM, Auteur Article en page(s) : p.927-937 Langues : Anglais (eng) Mots-clés : attention  autism  cognitive training  eye movements Index. décimale : PER Périodiques Résumé : A number of authors have suggested that attention control may be a suitable target for cognitive training in children with autism spectrum disorder. This study provided the first evidence of the feasibility of such training using a battery of tasks intended to target visual attentional control in children with autism spectrum disorder within school-based settings. Twenty-seven children were recruited and randomly assigned to either training or an active control group. Of these, 19 completed the initial assessment, and 17 (9 trained and 8 control) completed all subsequent training sessions. Training of 120 min was administered per participant, spread over six sessions (on average). Compliance with the training tasks was generally high, and evidence of within-task training improvements was found. A number of untrained tasks to assess transfer of training effects were administered pre- and post-training. Changes in the trained group were assessed relative to an active control group. Following training, significant and selective changes in visual sustained attention were observed. Trend training effects were also noted on disengaging visual attention, but no convincing evidence of transfer was found to non-trained assessments of saccadic reaction time and anticipatory looking. Directions for future development and refinement of these new training techniques are discussed. En ligne : http://dx.doi.org/10.1177/1362361315617880 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294 [article] First evidence of the feasibility of gaze-contingent attention training for school children with autism [texte imprimé] / Georgina POWELL, Auteur ; Sam V. WASS, Auteur ; Jonathan T. ERICHSEN, Auteur ; Susan R. LEEKAM, Auteur . - p.927-937. Langues : Anglais (eng) in Autism > 20-8 (November 2016) . - p.927-937 Mots-clés : attention  autism  cognitive training  eye movements Index. décimale : PER Périodiques Résumé : A number of authors have suggested that attention control may be a suitable target for cognitive training in children with autism spectrum disorder. This study provided the first evidence of the feasibility of such training using a battery of tasks intended to target visual attentional control in children with autism spectrum disorder within school-based settings. Twenty-seven children were recruited and randomly assigned to either training or an active control group. Of these, 19 completed the initial assessment, and 17 (9 trained and 8 control) completed all subsequent training sessions. Training of 120 min was administered per participant, spread over six sessions (on average). Compliance with the training tasks was generally high, and evidence of within-task training improvements was found. A number of untrained tasks to assess transfer of training effects were administered pre- and post-training. Changes in the trained group were assessed relative to an active control group. Following training, significant and selective changes in visual sustained attention were observed. Trend training effects were also noted on disengaging visual attention, but no convincing evidence of transfer was found to non-trained assessments of saccadic reaction time and anticipatory looking. Directions for future development and refinement of these new training techniques are discussed. En ligne : http://dx.doi.org/10.1177/1362361315617880 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294

Infant Effortful Control Mediates Relations Between Nondirective Parenting and Internalising-Related Child Behaviours in an Autism-Enriched Infant Cohort / C.G. SMITH in Journal of Autism and Developmental Disorders, 52-8 (August 2022)  

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Influences of environmental stressors on autonomic function in 12-month-old infants: understanding early common pathways to atypical emotion regulation and cognitive performance / Samuel V. WASS in Journal of Child Psychology and Psychiatry, 60-12 (December 2019)  

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Research Review: Do parent ratings of infant negative emotionality and self-regulation predict psychopathology in childhood and adolescence? A systematic review and meta-analysis of prospective longitudinal studies / Katarzyna KOSTYRKA-ALLCHORNE in Journal of Child Psychology and Psychiatry, 61-4 (April 2020)  

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The uses of cognitive training technologies in the treatment of autism spectrum disorders / Sam V. WASS in Autism, 18-8 (November 2014)  

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Vocalization and physiological hyperarousal in infant-caregiver dyads where the caregiver has elevated anxiety / Celia G. SMITH in Development and Psychopathology, 35-2 (May 2023)  

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