Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure / Clancy BLAIR in Development and Psychopathology, 20-3 (Summer 2008)  

Public ISBD [article]  inDevelopment and Psychopathology > 20-3 (Summer 2008) . - p.899-911 Titre : Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure Type de document : texte imprimé Auteurs : Clancy BLAIR, Auteur ; Adele DIAMOND, Auteur Année de publication : 2008 Article en page(s) : p.899-911 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This paper examines interrelations between biological and social influences on the development of self-regulation in young children and considers implications of these interrelations for the promotion of self-regulation and positive adaptation to school. Emotional development and processes of emotion regulation are seen as influencing and being influenced by the development of executive cognitive functions, including working memory, inhibitory control, and mental flexibility important for the effortful regulation of attention and behavior. Developing self-regulation is further understood to reflect an emerging balance between processes of emotional arousal and cognitive regulation. Early childhood educational programs that effectively link emotional and motivational arousal with activities designed to exercise and promote executive functions can be effective in enhancing self-regulation, school readiness, and school success. En ligne : http://dx.doi.org/10.1017/s0954579408000436 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543 [article] Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure [texte imprimé] / Clancy BLAIR, Auteur ; Adele DIAMOND, Auteur . - 2008 . - p.899-911. Langues : Anglais (eng) in Development and Psychopathology > 20-3 (Summer 2008) . - p.899-911 Index. décimale : PER Périodiques Résumé : This paper examines interrelations between biological and social influences on the development of self-regulation in young children and considers implications of these interrelations for the promotion of self-regulation and positive adaptation to school. Emotional development and processes of emotion regulation are seen as influencing and being influenced by the development of executive cognitive functions, including working memory, inhibitory control, and mental flexibility important for the effortful regulation of attention and behavior. Developing self-regulation is further understood to reflect an emerging balance between processes of emotional arousal and cognitive regulation. Early childhood educational programs that effectively link emotional and motivational arousal with activities designed to exercise and promote executive functions can be effective in enhancing self-regulation, school readiness, and school success. En ligne : http://dx.doi.org/10.1017/s0954579408000436 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543

Children's stress regulation mediates the association between prenatal maternal mood and child executive functions for boys, but not girls / Regula NEUENSCHWANDER in Development and Psychopathology, 30-3 (August 2018)  

Public ISBD [article]  inDevelopment and Psychopathology > 30-3 (August 2018) . - p.953-969 Titre : Children's stress regulation mediates the association between prenatal maternal mood and child executive functions for boys, but not girls Type de document : texte imprimé Auteurs : Regula NEUENSCHWANDER, Auteur ; Kaia HOOKENSON, Auteur ; Ursula BRAIN, Auteur ; Ruth E. GRUNAU, Auteur ; Angela M. DEVLIN, Auteur ; Joanne WEINBERG, Auteur ; Adele DIAMOND, Auteur ; Tim F. OBERLANDER, Auteur Article en page(s) : p.953-969 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Prenatal exposure to maternal mood disturbances shapes children's cognitive development reflected in the critical construct of executive functions (EFs). Little is known, however, about underlying mechanisms. By examining cortisol responses in both everyday and lab challenge settings, we tested whether the child/offspring hypothalamic-pituitary-adrenal axis mediates effects of prenatal maternal mood on child EFs at age 6. In 107 Canadian children born to women with a wide range of anxious and depressive symptoms during pregnancy, we found that in boys but not girls, depressed and/or anxious prenatal maternal mood is associated with heightened diurnal cortisol levels in everyday settings, as well as heightened cortisol reactivity to a lab challenge and that this heightened reactivity was associated with poorer EFs. Among boys we also observed that cortisol reactivity but not diurnal cortisol mediated the association between depressed and/or anxious prenatal maternal mood and EFs. Depressed and/or anxious prenatal maternal mood was related to child EFs for both girls and boys. To our knowledge, this is the first study to demonstrate a mediating role for child stress regulation in the association between prenatal maternal stress-related mood disturbances and child EFs, providing evidence of a mechanism contributing to fetal programming of cognition. En ligne : http://dx.doi.org/10.1017/s095457941800041x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=366 [article] Children's stress regulation mediates the association between prenatal maternal mood and child executive functions for boys, but not girls [texte imprimé] / Regula NEUENSCHWANDER, Auteur ; Kaia HOOKENSON, Auteur ; Ursula BRAIN, Auteur ; Ruth E. GRUNAU, Auteur ; Angela M. DEVLIN, Auteur ; Joanne WEINBERG, Auteur ; Adele DIAMOND, Auteur ; Tim F. OBERLANDER, Auteur . - p.953-969. Langues : Anglais (eng) in Development and Psychopathology > 30-3 (August 2018) . - p.953-969 Index. décimale : PER Périodiques Résumé : Prenatal exposure to maternal mood disturbances shapes children's cognitive development reflected in the critical construct of executive functions (EFs). Little is known, however, about underlying mechanisms. By examining cortisol responses in both everyday and lab challenge settings, we tested whether the child/offspring hypothalamic-pituitary-adrenal axis mediates effects of prenatal maternal mood on child EFs at age 6. In 107 Canadian children born to women with a wide range of anxious and depressive symptoms during pregnancy, we found that in boys but not girls, depressed and/or anxious prenatal maternal mood is associated with heightened diurnal cortisol levels in everyday settings, as well as heightened cortisol reactivity to a lab challenge and that this heightened reactivity was associated with poorer EFs. Among boys we also observed that cortisol reactivity but not diurnal cortisol mediated the association between depressed and/or anxious prenatal maternal mood and EFs. Depressed and/or anxious prenatal maternal mood was related to child EFs for both girls and boys. To our knowledge, this is the first study to demonstrate a mediating role for child stress regulation in the association between prenatal maternal stress-related mood disturbances and child EFs, providing evidence of a mechanism contributing to fetal programming of cognition. En ligne : http://dx.doi.org/10.1017/s095457941800041x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=366

De l'intention à l'action : le cortex préfrontal et le développement cognitif précoce / Adele DIAMOND

Public ISBD in Développement cognitif et troubles des apprentissages : évaluer, comprendre, rééduquer et prendre en charge / Marie-Noëlle METZ-LUTZ Titre : De l'intention à l'action : le cortex préfrontal et le développement cognitif précoce Type de document : texte imprimé Auteurs : Adele DIAMOND, Auteur Année de publication : 2004 Importance : p.13-35 Langues : Français (fre) Index. décimale : DYS-C DYS-C - Troubles des Apprentissages - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305 in Développement cognitif et troubles des apprentissages : évaluer, comprendre, rééduquer et prendre en charge / Marie-Noëlle METZ-LUTZ De l'intention à l'action : le cortex préfrontal et le développement cognitif précoce [texte imprimé] / Adele DIAMOND, Auteur . - 2004 . - p.13-35. Langues : Français (fre) Index. décimale : DYS-C DYS-C - Troubles des Apprentissages - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305

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