Stress and the Development of Executive Functions: Experiential Canalization of Brain and Behavior

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

A psychobiological model of self-regulation development in early childhood is described and empirical support for the model is presented. The model outlines hierarchical relations among influences on self-regulation development ranging from the genetic to social-cultural levels. The role of experience in the shaping or canalization of relations among levels of influence is examined and analyses of data from the Family Life Project, a longitudinal population-based sample of children and families followed from birth is shown to provide support for the model.

Original languageEnglish (US)
Title of host publicationMinnesota Symposia on Child Psychology
Subtitle of host publicationDeveloping Cognitive Control Processes: Mechanisms, Implications, and Interventions
PublisherWiley
Pages145-180
Number of pages36
Volume37
ISBN (Electronic)9781118732373
ISBN (Print)9780470422748
DOIs
StatePublished - Oct 7 2013

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Keywords

  • Early childhood
  • Executive functions
  • School readiness
  • Self-regulation
  • Stress

ASJC Scopus subject areas

  • Psychology(all)

Cite this

Blair, C. (2013). Stress and the Development of Executive Functions: Experiential Canalization of Brain and Behavior. In Minnesota Symposia on Child Psychology: Developing Cognitive Control Processes: Mechanisms, Implications, and Interventions (Vol. 37, pp. 145-180). Wiley. https://doi.org/10.1002/9781118732373.ch5