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Cited by 1,349Child and Adolescent Psychosocial and Emotional DevelopmentChild and Animal Learning DevelopmentDevelopmental and Educational Neuropsychology

Developing mechanisms of self-regulation

POSNER, MICHAEL I., ROTHBART, MARY K.·2000·Development and Psychopathology
DOI 10.1017/s0954579400003096
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Abstract

Child development involves both reactive and self-regulatory mechanisms that children develop in conjunction with social norms. A half-century of research has uncovered aspects of the physical basis of attentional networks that produce regulation, and has given us some knowledge of how the social environment may alter them. In this paper, we discuss six forms of developmental plasticity related to aspects of attention. We then focus on effortful or executive aspects of attention, reviewing research on temperamental individual differences and important pathways to normal and pathological development. Pathologies of development may arise when regulatory and reactive systems fail to reach the balance that allows for both self-expression and socially acceptable behavior. It remains a challenge for our society during the next millennium to obtain the information necessary to design systems that allow a successful balance to be realized by the largest possible number of children.

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Crossref · 10.1017/s0954579400003096

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  • In the Rothbart-Posner model, individual differences in temperament are understood as the interplay between biologically based emotional and motor reactivity and its regulation through approach and withdrawal strategies and attention.

    “individual differences in temperament are understood as the give and take between biologically based tendencies toward emotional and motor reactivity and the regulation of this reactivity through approach and withdrawal behavioral strategies and through attention”

    From School Readiness and Self-Regulation: A Developmental Psychobiological Approach (2015) · cites this paper as Posner & Rothbart 2000

  • Children become much more capable of self-control as they move from infancy into toddler and preschool years.

    “children become much more capable of self-control as they move from infancy into toddler and preschool years (McCabe, Cunnington and Brooks-Gunn [2004], Mischel and Metzner [1962], Posner and Rothbart [2000], Vaughn, Kopp and Krakow [1984]).”

    From Personality Psychology and Economics (2011) · cites this paper as Posner and Rothbart [2000]

  • Effective vagal withdrawal has been examined as an index of self-regulation and may underlie the behavioral attention strategies necessary for regulation of arousal.

    “As such, effective vagal withdrawal has been examined as an index of self-regulation and may underlie the behavioral attention strategies necessary for regulation of arousal (Huffman et al., 1998;Posner & Rothbart, 2000).”

    From Infant and parent factors associated with early maternal sensitivity: A caregiver-attachment systems approach (2007) · cites this paper as Posner & Rothbart, 2000

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Authors
POSNER, M. I., & ROTHBART, M. K.
Affiliations
  • Cornell University (US)
  • University of Oregon (US)
ORCID
POSNER, MICHAEL I.
Venue
Development and Psychopathology
Publisher
Cambridge University Press (CUP)
Published
2000-09
Volume
12
Issue
3
Pages
427-441
ISSN
  • 0954-5794 (ISSN-L)
  • 1469-2198
DOI
10.1017/s0954579400003096
OpenAlex
W2145272645
Cited by
1,349
References
18
Citations by year
2026: 25 · 2025: 32 · 2024: 56 · 2023: 39 · 2022: 54 · 2021: 52 · 2020: 51 · 2019: 50 · 2018: 53 · 2017: 53 · 2016: 61 · 2015: 92 · 2014: 63 · 2013: 55 · 2012: 65
FWCI
33.81
Type
journal article
Language
en
Open access
closed
Licence
www.cambridge.org/core/terms (unspecified)
Locations
  • Development and Psychopathology (publishedVersion)
  • PubMed (publishedVersion)
Funders
U.S. Public Health Service (43361)
Topics
  • Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
  • Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
  • Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
Keywords
self-regulation, child development, attentional networks, developmental plasticity, executive function, temperament, individual differences, social norms, attentional control, social behavior
MeSH terms
Affect, Amygdala, Mental Disorders, Brain, Child, Child Development, Child, Preschool, Frontal Lobe, Humans, Neuronal Plasticity, Personality Development, Social Control, Informal, Temperament

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