Christy D. Wolfe

The Integration of Cognition and Emotion during Infancy and Early Childhood: Regulatory Processes Associated with the Development of Working Memory.

This study was an attempt to integrate cognitive development (i.e., cognitive control) and emotional development (i.e., emotion regulation) in the first years of life. The construct of temperament was used to unify cognition and emotion because of its focus on attentional and regulatory behaviors. Children were seen at 8 months and 412-years of age in a study designed to examine the correlates of working memory development. Frontal brain electrical activity and temperament predicted working memory performance at 8 months. Similarly, frontal brain electrical activity, temperament, and language predicted working memory at age 412-years. Temperament in early childhood mediated the relation between infant temperament and early childhood working memory performance. These associated temperament characteristics highlight the value of early-learned regulatory and attentional behaviors and the impact of these early skills on later development.

Changes in Brain Functioning From Infancy to Early Childhood: Evidence From EEG Power and Coherence During Working Memory Tasks

Using measures of EEG power and coherence with a longitudinal sample, the goal of this study was to examine developmental changes in brain electrical activity during higher order cognitive processing at infancy and early childhood. Infants were recruited at 8 months of age and performed an infant working-memory task based on a looking version of the A-not-B task. At age 4.5 years, one half of the original sample returned for a follow-up visit and were assessed with age-appropriate working-memory tasks. At infancy, working memory was associated with changes in EEG power from baseline to task across the entire scalp, whereas in early childhood, working memory was associated with changes in EEG power from baseline to task at medial frontal only. Similar results were found for the EEG coherence data. At infancy, working memory was associated with changes in EEG coherence from baseline to task across all electrode pairs and by 4.5 years of age, EEG coherence changed from baseline to working-memory task at the medial frontal/posterior temporal pairs and the medial frontal/occipital pairs. These EEG power and coherence longitudinal data suggest that brain electrical activity is widespread during infant cognitive processing and that it becomes more localized during early childhood. These findings may yield insight into qualitative changes in cortical functioning from the infant to the early childhood time periods, adjustments that may be indicative of developmental changes in brain specialization for higher order processes.

A longitudinal study of emotion regulation and anxiety in middle childhood: Associations with frontal EEG asymmetry in early childhood.

We investigated whether brain electrical activity during early childhood was associated with anxiety symptoms and emotion regulation during a stressful situation during middle childhood. Frontal electroencephalogram (EEG) asymmetries were measured during baseline and during a cognitive control task at 4 1/2 years. Anxiety and emotion regulation were assessed during a stressful situation at age 9 (speech task), along with measures of heart rate (HR) and heart rate variability (HRV). Questionnaires were also used to assess anxiety and emotion regulation at age 9. Results from this longitudinal study indicated that children who exhibited right frontal asymmetry in early childhood experienced more physiological arousal (increased HR, decreased HRV) during the speech task at age 9 and less ability to regulate their emotions as reported by their parents. Findings are discussed in light of the associations between temperament and development of anxiety disorders.

Exercise Facilitates Smoking Cessation Indirectly via Improvements In Smoking-Specific Self-Efficacy: Prospective Cohort Study Among a National Sample of Young Smokers

OBJECTIVE The purpose of this study was to examine whether exercise is associated with 2-year follow-up smoking status through its influence on smoking-specific self-efficacy. METHODS Longitudinal data from the 2003-2005 National Youth Smoking Cessation Survey were used, including 1,228 participants (16-24 years). A questionnaire was used to examine baseline exercise levels, baseline smoking-specific self-efficacy, follow-up smoking status, and the covariates. RESULTS Baseline exercise was associated with baseline self-efficacy (β=0.04, p<0.001) after adjusting for age category, sex, race-ethnicity, education, and nicotine dependence. Baseline self-efficacy, in turn, was associated with 2-year smoking status (β=0.23, p<0.001) after adjustments. There was no adjusted direct effect of baseline exercise on 2-year smoking status (β=0.001, p=0.95); however, the adjusted indirect effect of baseline self-efficacy on the relationship between exercise and 2-year smoking status was significant (β=0.008, bootstrapped lower and upper CI: 0.002-0.02; p<0.05). The mediation ratio was 0.837, which indicates that smoking-specific self-efficacy mediates 84% of the total effect of exercise on smoking status. CONCLUSIONS Among daily smokers, exercise may help to facilitate smoking cessation via exercise-induced increases in smoking-specific self-efficacy.

A longitudinal perspective on the association between cognition and temperamental shyness

Moderate, yet relatively consistent, associations between cognitive performance and shyness have been reported throughout the child and adult literatures. The current study assessed longitudinal associations between cognition (i.e., executive functioning) and parent-report temperamental shyness from infancy to early childhood and used temporal order to explore directionality of the relations. Two hundred and eleven children contributed data at multiple ages (5 months, 10 months, 2 years, 3 years, and 4 years). The results indicated a complex pattern of association between cognition and shyness in early development and provided tentative support for both cognitive ability and temperament as causal agents at different developmental time points.

Executive attention at 8 years: Concurrent and longitudinal predictors and individual differences

Executive attention, the attention necessary to reconcile conflict among simultaneous attentional demands, is vital to childrens daily lives. This attention develops rapidly as the anterior cingulate cortex and prefrontal areas mature during early and middle childhood. However, the developmental course of executive attention is not uniform amongst children. Therefore, the purpose of this investigation was to examine the role of individual differences in the development of executive attention by exploring the concurrent and longitudinal contributions to its development at 8 years of age. Executive attention was predicted by concurrent measures of frontal electroencephalography, lab-based performance on a conflict task, and parent report of attention. Longitudinally, 8-year-old executive attention, was significantly predicted by a combination of 4-year old frontal activity, conflict task performance, and parent report of attention focusing, but not with an analogous equation replacing attention focusing with attention shifting. Together, data demonstrate individual differences in executive attention.