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Direct linkGreen, Lindsey M.; Genaro, Breana G.; Ratcliff, Kizzann Ashana; Cole, Pamela M.; Ram, Nilam – International Journal of Behavioral Development, 2023
Self-regulation often refers to the executive influence of cognitive resources to alter prepotent responses. The ability to engage cognitive resources as a form of executive process emerges and improves in the preschool-age years while the dominance of prepotent responses, such as emotional reactions, begins to decline from toddlerhood onward.…
Descriptors: Young Children, Self Control, Child Development, Behavior Change
Ratcliff, K. Ashana; Vazquez, Lauren C.; Lunkenheimer, Erika S.; Cole, Pamela M. – Developmental Psychology, 2021
The development of strategies that support autonomous self-regulation of emotion is key for early childhood emotion regulation. Children are thought to transition from predominant reliance on more automatic or interpersonal strategies to reliance on more effortful, autonomous strategies as they develop cognitive skills that can be recruited for…
Descriptors: Self Control, Emotional Response, Delay of Gratification, Coping
Roben, Caroline K. P.; Cole, Pamela M.; Armstrong, Laura Marie – Child Development, 2013
Researchers have suggested that as children's language skill develops in early childhood, it comes to help children regulate their emotions (Cole, Armstrong, & Pemberton, 2010; Kopp, 1989), but the pathways by which this occurs have not been studied empirically. In a longitudinal study of 120 children from 18 to 48 months of age, associations…
Descriptors: Language Skills, Toddlers, Psychological Patterns, Self Control
