Self-regulation is a key aspect of healthy development and impairments in self-regulation are associated with many poor health outcomes. This application addresses the NIH's call for greater consistency and integration in research on self-regulation. Building from a core framework, wherein self-regulation is defined as the recruitment of executive processes (e.g. attention control) to alter prepotent responses (e.g. emotion) we develop a set of mathematical models that aim to unify theoretical perspectives, and to capture the dynamic nature of self-regulation using intensive time-series data. Models are developed and tested using intensive time-series data archived in 5 independent studies of early childhood self-regulation and parent-directed regulation of infant state. In each, behaviors and/or physiology indexing prepotent and executive processes were coded on a second-by-second time scale. Knowledge gained from the unified framework is then used to design and collect new data that provides for tests of predictive validity, developmental differences, and generalization across multiple manifestations of both young children's and parents'self-regulation.

Public Health Relevance

Self-regulation plays an important role in many health problems, such as mental disorders, obesity, and heart disease. This study integrates the diversity of research into a unified model that describes development of self- regulation in young children and in their parents, and identifies potential areas for intervention.

Agency
National Institute of Health (NIH)
Type
Research Project (R01)
Project #
1R01HD076994-01A1
Application #
8691059
Study Section
Psychosocial Development, Risk and Prevention Study Section (PDRP)
Program Officer
Esposito, Layla E
Project Start
Project End
Budget Start
Budget End
Support Year
1
Fiscal Year
2014
Total Cost
Indirect Cost
Name
Pennsylvania State University
Department
Psychology
Type
Schools of Arts and Sciences
DUNS #
City
University Park
State
PA
Country
United States
Zip Code
16802
DuPuis, David; Ram, Nilam; Willner, Cynthia J et al. (2015) Implications of ongoing neural development for the measurement of the error-related negativity in childhood. Dev Sci 18:452-68