Stress and the Development of Executive Functions: Experiential Canalization of Brain and Behavior

Clancy Blair

doi:10.1002/9781118732373.ch5

Stress and the Development of Executive Functions: Experiential Canalization of Brain and Behavior

Clancy Blair

Applied Psychology

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

A psychobiological model of self-regulation development in early childhood is described and empirical support for the model is presented. The model outlines hierarchical relations among influences on self-regulation development ranging from the genetic to social-cultural levels. The role of experience in the shaping or canalization of relations among levels of influence is examined and analyses of data from the Family Life Project, a longitudinal population-based sample of children and families followed from birth is shown to provide support for the model.

Original language	English (US)
Title of host publication	Minnesota Symposia on Child Psychology
Subtitle of host publication	Developing Cognitive Control Processes: Mechanisms, Implications, and Interventions
Publisher	Wiley
Pages	145-180
Number of pages	36
Volume	37
ISBN (Electronic)	9781118732373
ISBN (Print)	9780470422748
DOIs	https://doi.org/10.1002/9781118732373.ch5
State	Published - Oct 7 2013

Keywords

Early childhood
Executive functions
School readiness
Self-regulation
Stress

ASJC Scopus subject areas

General Psychology

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10.1002/9781118732373.ch5

Cite this

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abstract = "A psychobiological model of self-regulation development in early childhood is described and empirical support for the model is presented. The model outlines hierarchical relations among influences on self-regulation development ranging from the genetic to social-cultural levels. The role of experience in the shaping or canalization of relations among levels of influence is examined and analyses of data from the Family Life Project, a longitudinal population-based sample of children and families followed from birth is shown to provide support for the model.",

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AB - A psychobiological model of self-regulation development in early childhood is described and empirical support for the model is presented. The model outlines hierarchical relations among influences on self-regulation development ranging from the genetic to social-cultural levels. The role of experience in the shaping or canalization of relations among levels of influence is examined and analyses of data from the Family Life Project, a longitudinal population-based sample of children and families followed from birth is shown to provide support for the model.

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KW - Stress

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PB - Wiley

ER -

Stress and the Development of Executive Functions: Experiential Canalization of Brain and Behavior

Abstract

Keywords

ASJC Scopus subject areas

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