Links between preschool inhibitory control and working memory and elementary school adjustment.

The development of inhibitory control (IC) and working memory (WM) in preschool is linked to a multitude of cognitive, emotional, and social outcomes, including elementary school adjustment. Furthermore, there are both cognitive and socioemotional domains of IC and it is unclear if both are related to these outcomes in the same manner. Using a family study design, the present investigation examined preschoolers' IC, WM and externalizing behavior problems, maternal depression and anxiety measured when the children were in preschool, and elementary school externalizing behaviors and child and family functioning.

Associations Between Maternal Negative Affectivity and Young Children's Disruptive Behavior Problems: The Mediating Effect of Callous-Unemotional Traits.

The current study examined associations between maternal negative affectivity (NA) and child disruptive behavior problems. The mediating role of child callous-unemotional (CU) traits in these relationships was also investigated. A multilevel mediation modeling approach was adopted using a sample of 100 families with children between 2.

Exploring emotional dynamic within-person concordance across laboratory tasks: Moderation of between-person SES and sexual orientation.

Current understandings of emotional concordance are still limited though it has been conceptualized and examined in various ways. We argue that emotional concordance could be better understood within individuals across real time in specific measurement contexts. The current study examined emotional dynamic within-person concordance within physiological subsystems and between physiological and expressive subsystems.