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Self-regulation refers to the ability to flexibility activate, monitor, inhibit, persevere and adapt one’s behaviour, attention, emotions and cognitive strategies in response to direction from internal cues, environmental stimuli and feedback from others in an attempt to attain personally relevant goals. It is the same as executive functioning. All executive functions require the prefrontal cortex which keeps maturing up until adulthood.Flexibility (i.e. an executive function) can be measured using the Wisconsin card sorting task. Monitoring is required to formulate an expected state (1), observe the actual state (2) and be sensitive to discrepancy (3). It appears as if young kids are not able to formulate an expected state. Inhibiting refers to suppressing behaviour or emotions. Reactive inhibition refers to inhibition in response to a stimulus (e.g. do not respond to a buzzing phone). Proactive inhibition refers to inhibition before a stimulus to prevent the need for reactive inhibition (e.g. muting phone). Perseverance is lower in young children compared to adults and this is especially the case in young girls (e.g. children not persevering in behaviour while that is the best option).Improvement in components of executive functions is believed to improve overall executive function. Executive function is associated with a wide variety of things (e.g. theory of mind). It is possible that executive functions do not consist of several components which are strongly related with other domains because evidence is limited (1), lab tasks do not consistently correlate with real-life outcomes (2) and it is not clear of how many components executive functioning consists (3). However, the differences in outcomes on lab tasks and real-life outcomes may be due to differences in motivation. It is thus clear that motivation is important in executive functions. In order to determine whether self-regulation applies, it is thus important to establish what the...
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Clinical Developmental & Health Psychology – Lecture summary (UNIVERSITY OF AMSTERDAM)
This bundle contains all the lectures included in the course "Clinical Developmental & Health Psychology" given at the University of Amsterdam. The lectures include the articles. The following is included:
Lecture 1 (Evolution and development of disorders)
Del Giudice (2016); Li, van Vught, & Colarelli (2018)Lecture 2 (Infant cognition)
Hunnius (2007); Geeraerts et al. (2019)Lecture 3 (Diagnostics and treatment of anxiety)
Hudson et al.
Clinical Developmental & Health Psychology – Full course summary (UNIVERSITY OF AMSTERDAM)
This bundle contains all the information needed for the for the course "Clinical Developmental & Health Psychology" given at the University of Amsterdam. It contains lecture information, information from the relevant books and all the articles. The following is included:
- “Del Giudice (2016). The evolutionary future of psychopathology.” – Article summary
- “Geeraerts et al. (2018). Individual differences in visual attention and self-regulation: A multimethod longitudinal study from infancy to toddlerhood.” – Article summary
- “Hunnius (2007). The early development of visual attention and its implications for social and cognitive development.” – Article summary
- “Li, van Vught, & Colarelli (2018). Corrigendum:
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