Cognitive and emotional aspects of self-regulation in preschoolers

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dc.contributor.authorLiebermann, Dana
dc.contributor.authorGiesbrecht, Gerald
dc.contributor.authorMüller, Ulrich
dc.date.accessioned2016-01-04T20:38:05Z
dc.date.available2016-01-04T20:38:05Z
dc.date.issued2007
dc.descriptionAuthor's accepted manuscript deposited according to Elsevier sharing policies http://www.elsevier.com/about/company-information/policies/policy-faq November 20, 2015en_US
dc.description.abstractThe goal of the present study was to examine the contribution of executive function (EF) and social cognition to individual differences in emotion regulation (ER) in preschool children. Sixty 3-, 4-, and 5-year-old children were administered a battery of EF tasks, two theory of mind tasks, a measure of verbal ability, and an ER task. In addition, parents completed the Behavior Rating Inventory of Executive Functioning—Preschool Version (BRIEF-P). Performance on the theory of mind tasks as well as parental ratings of executive function was not related to performance on the ER task. However, a component of EF (i.e., inhibition) approached significance with children’s displays of positive behaviors during the ER task. Verbal ability was related to the regulation of positive but not negative emotions. Parental ratings of shifting accounted for a significant amount of variance in parental ratings of ER, even after controlling for verbal ability. The findings are discussed in the context of different conceptualizations of the developmental relation between ER and EF.en_US
dc.description.refereedYesen_US
dc.identifier.citationLiebermann, D., Giesbrecht, G.F., & Müller, U. (2007). Cognitive and emotional aspects of self-regulation in preschoolers. Cognitive Development, 22, 511-529.en_US
dc.identifier.doi10.1016/j.cogdev.2007.08.005
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/33625
dc.identifier.urihttp://hdl.handle.net/1880/51044
dc.language.isoenen_US
dc.publisherCognitive Developmenten_US
dc.publisher.corporateUniversity of Calgary
dc.publisher.institutionUniversity of Victoriaen_US
dc.publisher.urlhttp://www.journals.elsevier.com/cognitive-development/en_US
dc.rightsAttribution Non-Commercial No Derivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectExecutive function (EF)en_US
dc.subjectEmotional regulation (ER)en_US
dc.subjectBRIEF-Pen_US
dc.subjectTheory of Mind (ToM)en_US
dc.titleCognitive and emotional aspects of self-regulation in preschoolersen_US
dc.typejournal article
thesis.degree.disciplinePaediatrics
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