预防与干预中的生物过程：促进自我调节作为预防学业失败的一种手段。
Biological processes in prevention and intervention: the promotion of self-regulation as a means of preventing school failure.
作者信息
Blair Clancy, Diamond Adele
机构信息
Pennsylvania State University, USA.
出版信息
Dev Psychopathol. 2008 Summer;20(3):899-911. doi: 10.1017/S0954579408000436.
Abstract
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.
摘要
本文探讨了生物因素和社会因素对幼儿自我调节发展的相互关系，并思考了这些相互关系对促进自我调节以及积极适应学校生活的意义。情绪发展和情绪调节过程被视为既影响执行认知功能的发展，同时也受到其影响，执行认知功能包括工作记忆、抑制控制和心理灵活性，这些对注意力和行为的有效调节至关重要。自我调节的发展进一步被理解为反映了情绪唤醒和认知调节过程之间逐渐形成的平衡。能够将情绪和动机唤醒与旨在锻炼和促进执行功能的活动有效联系起来的幼儿教育项目，在增强自我调节、入学准备和学业成就方面可能会很有效。
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