Inhibitory Control and Emotion Regulation in Preschool Children.

By Stephanie M. Carlson, Tiffany Wang. 2007

700 citations recorded by the source corpus.

Abstract This research investigated the relation between individual differences in inhibitory control and emotion regulation. Preschool children ( N = 53) ages 4–6 ( M = 5; 0) were assessed on brief batteries of inhibitory control of prepotent responses and emotion regulation. Individual differences in inhibitory control were significantly correlated with children's ability to regulate their emotions. This relation held up even after controlling for age and verbal ability, and persisted for both Emotion Understanding and “online” control of emotional expressions that were negative (Disappointing Gift) or positive (Secret Keeping). Parent report of children's self-control and emotion regulation corroborated the behavioral results. These findings suggest that executive control of attention, action, and emotion are skills that develop in concert in the preschool period. However, there was also evidence of a quadratic relation in which emotion regulation was optimal at intermediate levels of inhibition, highlighting the interplay of both cognitive control and temperament in socio-emotional functioning.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/5f1c68317b8dca1c1a39a431e6e1d5e002b15de3

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In Clinical Psychology

In Developmental and Educational Psychology

In Social Psychology

Citations in the corpus

How Preschoolers' Social–Emotional Learning Predicts Their Early School Success: Developing Theory-Promoting, Competency-Based Assessments (2014, methodology): “Next, we consider that HEC and CEC may underlie social cognition, such as emotion knowledge and social problem solving (Carlson & Wang, 2007; Denham et al., 2012d; Schultz, Izard, Ackerman, & Youngstrom, 2001).”
Pretend play, creativity, and emotion regulation in children. (2012, methodology): “Past studies using different measures have shown executive function and emotion regulation to be related (e.g., Carlson & Wang, 2007).”
Changes and challenges in 20 years of research into the development of executive functions (2011, background): “In contrast, Carlson and Wang (2007) reported that, for typically developing preschoolers at least, experimental measures of EF show strong associations with scores on a much older rating scale, designed to index normative individual differences and age-related changes in children’s ‘self control’…”
Reconsidering Advertising Literacy as a Defense Against Advertising Effects (2011, background): “An example of a test of children’s emotion regulation is the Secret Keeping task (Carlson & Wang, 2007).”
Cognitive Flexibility, Approaches to Learning, and Academic School Readiness in Head Start Preschool Children (2011, background): “Previous studies have found relationships between executive functions and similar constructs, such as emotion regulation (Carlson & Wang, 2007; Leerkes, Paradise, O’Brien, Calkins, & Lange, 2008; Wolfe & Bell, 2007).”
Gender Differences in Emotion Expression in Children: A Meta-Analytic Review (2012, background): “Barry & Kochanska (2010) 0.23 50 51 Infant w Parent Neg No Barry & Kochanska (2010) 0.”
Implications of emotion regulation on young children’s emotional wellbeing and educational achievement (2016, background): “Children’s capacity to regulate their own emotions effectively appears to emerge during their preschool and early primary school years (Carlson and Wang 2007; Simonds et al. 2007), but the most significant advances occur between five and seven years of age (Denham, Bassett, and Wyatt 2007).”