Developmental links between executive function and emotion regulation in early toddlerhood

Developmental associations between poor executive function (EF) and problem behaviors in toddlerhood indicate that the interplay between cognition and affect begins very early in life (Hughes, Devine, Mesman, & Blair, 2020). However, very few longitudinal studies of toddlers have included direct measures of both EF and emotion regulation (ER). In addition, while models of ER highlight the importance of situational contexts (e.g., Miller, McDonough, Rosenblum, Sameroff, 2005), existing work is limited by a heavy reliance on lab-based observations of mother-child dyads. Addressing these twin gaps, the current study of 197 families included video-based ratings of ER in toddlers’ dyadic play with both mothers and fathers at each of two time-points (14- and 24-months), with parallel measures of EF being gathered in each home visit. Our cross-lagged analyses showed that EF at 14 months predicted ER at 24 months, but this association was limited to observations of toddlers with mothers. It was also asymmetric: ER at 14 months did not predict EF at 24 months. These findings support co-regulation models of early ER and highlight the predictive utility of very early individual differences in EF.     

Peer Sociometric Status and Personality Development from Middle Childhood to Preadolescence

Sociometric status, the regard that other group members confer to an individual, is one of the most ubiquitous and behaviourally relevant attributes assigned to the person by the social environment. Despite this, its contribution to personality development has received little attention. The present three‐wave longitudinal study, spanning the age range 7–13 years (n = 1222), sought to fill this gap by examining the transactional pathways between peer sociometric status (measured by peer nominations) and Five‐Factor personality traits (measured by self‐ratings and parent and teacher ratings). Sociometric status prospectively predicted the development of extraversion. By contrast, agreeableness and neuroticism prospectively predicted the development of sociometric status. Furthermore, individual‐level stability in extraversion was associated with individual‐level stability in sociometric status. The results were robust across different sources of personality ratings. We argue that peer sociometric status in the school classroom is the type of environmental effect that has potential to explain personality development. Because of its stability, broadness, and possible impact across a variety of personality processes, sociometric status can both repetitiously and simultaneously influence the network of multiple inter‐correlated micro‐level personality processes, potentially leading to a new network equilibrium that manifests in changes at the level of the broad personality trait. © 2019 European Association of Personality Psychology     

Executive control of married and cohabiting couples

Attention mechanisms of 125 couples were assessed to determine whether married and cohabiting couples differ in their levels of executive control. Executive control is the attention network that is responsible for resolving cognitive conflicts among competing responses. Of the 125 couples, 85 were married (48 after premarital cohabitation) and 40 were in cohabiting unions. Executive control was assessed with a cognitive task, the Attentional Network Task. The participants’ task was to identify the direction of a central arrow that was surrounded by flanker arrows. As predicted, cohabiting couples exhibited stronger deficits in executive control than married ones, after controlling for demographic confounders. Moreover, similar differences in executive control were observed between the subsample of married couples who cohabited with their spouses prior to marriage and currently cohabiting couples. Taken together, our results reveal that cohabiting couples have more trouble responding to some stimuli while ignoring extraneous stimuli.     

From top gun to the daily grind: contextualizing psychological contract breach for military pilots

ABSTRACT

This study expands our understanding of employee reactions to psychological contract (PC) breach by contextualizing the relationship between PC breach and feelings of violation in a European military setting through the study of strong commitment to specific career goals, high managerial turnover, lack of clarity about the perceived responsibility and controllability of PC breach, as well as aviation restrictions. Based on interviews with 41 pilots, we found that two factors – passion for job and professional commitment – which have not been a strong focus in extant research, play critical roles in the processes involved in employee PC breach reactions. We further contribute to the literature by demonstrating when, why, and where perceptions of PC breach influence exit, loyalty, voice, and neglect reactions in a military setting (e.g., we found that certain reactions, such as neglect, are restricted due to the potential safety consequences of said reactions). This research charts new directions for psychological contract research in which more attention is placed on the context within which psychological contract processes develop and change. We provide insights to practitioners and discuss implications, limitations, and future research directions.     

The effect of group status on children's hierarchy-reinforcing beliefs

Members of advantaged groups are more likely than members of disadvantaged groups to think, feel, and behave in ways that reinforce their group's position within the hierarchy. This study examined how children's status within a group-based hierarchy shapes their beliefs about the hierarchy and the groups that comprise it in ways that reinforce the hierarchy. To do this, we randomly assigned children (4–8 years; N = 123; 75 female, 48 male; 21 Asian, 9 Black, 21 Latino/a, 1 Middle-Eastern/North-African, 14 multiracial, 41 White, 16 not-specified) to novel groups that differed in social status (advantaged, disadvantaged, neutral third-party) and assessed their beliefs about the hierarchy. Across five separate assessments, advantaged-group children were more likely to judge the hierarchy to be fair, generalizable, and wrong to challenge and were more likely to hold biased intergroup attitudes and exclude disadvantaged group members. In addition, with age, children in both the advantaged- and disadvantaged-groups became more likely to see membership in their own group as inherited, while at the same time expecting group-relevant behaviors to be determined more by the environment. With age, children also judged the hierarchy to be more unfair and expected the hierarchy to generalize across contexts. These findings provide novel insights into how children's position within hierarchies can contribute to the formation of hierarchy-reinforcing beliefs.

Research Highlights

• A total of 123 4–8-year-olds were assigned to advantaged, disadvantaged, and third-party groups within a hierarchy and were assessed on seven hierarchy-reinforcing beliefs about the hierarchy.
• Advantaged children were more likely to say the hierarchy was fair, generalizable, and wrong to challenge and to hold intergroup biases favoring advantaged group members.
• With age, advantaged- and disadvantaged-group children held more essentialist beliefs about membership in their own group, but not the behaviors associated with their group.
• Results suggest that advantaged group status can shape how children perceive and respond to the hierarchies they are embedded within.