Martha Ann Bell

Influenced by Fivush's research legacy, we examined how multiple elements of maternal emotion‐related reminiscing related to children's cognitive and emotional functioning. As part of a larger project, 197 mother–child dyads (all 9 years old; 53% boys) completed an emotion reminiscing task discussing past positive and negative events. We coded mothers' elaboration, indirectness, emotion coaching, and emotion dismissing during reminiscing conversations. Latent profile analyses showed two profiles differing in extent of emotion coaching for positive events, and four profiles differing according to extent of elaboration, indirectness, and emotion dismissing for negative events. Children's elaboration when reminiscing about each event was associated with mothers' profile for the event. Mothers' reminiscing profile for the negative event was associated with observer ratings of children's use of emotion regulation strategies during frustration and disappointment tasks. Results suggest the importance of considering holistic patterns of maternal reminiscing to advance understanding of the developmental role of family reminiscing.

Emotion regulation begins to develop early in childhood and has important implications for optimal development. Individual regulatory factors, such as effortful control and baseline respiratory sinus arrhythmia (bRSA), have been demonstrated as markers that influence the development of emotion regulation across childhood. The aim of this present study was to examine the stability and the direct and indirect associations of these regulatory factors from early to middle childhood in predicting emotion regulation in late childhood. Children (n = 230) visited the lab when they were 3, 6, and 9 years old. At ages 3 and 6, mothers reported on child effortful control, and bRSA was assessed, and at age 9, mothers reported on child emotion regulation. Using cross lagged path modeling, we demonstrated that both effortful control and bRSA exhibited stability from early to middle childhood. Our results highlighted two distinct longitudinal pathways to emotion regulation: indirect effects of effortful control and bRSA at age 3 on emotion regulation at age 9, mediated through their respective measures at age 6. Cross-lagged mediation paths and alternate models, however, did not support the roles of effortful control and bRSA at age 6 as mediators in the relationship between each other's early measures and later emotion regulation. In other words, neither effortful control nor bRSA at age 6 indirectly predicted emotion regulation at age 9 through each other. These results are discussed in light of their clinical and prevention applications, as well as the developmental trajectories of these regulatory factors across childhood. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

There is an accumulating literature base applying person-centered analytic techniques to examinations of temperament, but existing literature varies in the developmental period assessed, type of person-centered analysis conducted, and type of assessment method that is used. This scoping review aims to clarify what common subtypes are revealed from such techniques within infancy and early childhood and focuses on sources of variation in subtypes based on abovementioned factors. Observations from our review identify common temperamental themes across developmental periods, as well as specific traits that differentiate subtypes. Furthermore, stability of subtypes across development is discussed, and key features of theory and analytic approaches are identified as potential differentiating factors. Observations elucidate what person-centered techniques reveal about similar and dissimilar themes of temperament across infancy and early childhood.

This study investigated the associations between infant frontal EEG power (5 month), infant visual attention (10 month), and toddler executive functioning (EF; 24 month), extending previous research predominantly conducted with school-aged children. Data were collected from 410 typically developing children (51% female; 78% White, non-Hispanic) from the southeastern United States in 2003–2009. Confirmatory factor analysis revealed that a one-factor model of EF in toddlerhood provided the best fit to the data, which replicates work with preschool samples. Structural equation modeling showed that infant visual attention mediated the association between infant EEG and toddler EF. These findings underscore the importance of early neural and attentional markers in shaping EF and offer novel insights that can inform early intervention.

Emotion socialization is a dynamic transactional process that unfolds at the moment during parent-child interactions. To better understand these transactions (both parent-driven and child-driven) in early childhood, we conducted a lag-sequential analysis examining sequential contingency between maternal emotion coaching and child emotion regulation at ages 3 and 4 years. Mother-child dyads in the southeastern United States (N = 208 for age 3 timepoint [101 boys, 107 girls] and 227 for age 4 timepoint [115 boys, 112 girls]) participated in a laboratory etch-a-sketch task, which was videorecorded and later observationally coded for maternal coaching of both positive and negative emotions and for child emotion regulation (indexed as compliance, engagement, and low frustration) at 30-s intervals. At age 3, we found two reciprocal sequences: (1) When mothers coached positive emotions, children were subsequently more likely to show compliance, and when children complied, mothers were subsequently more likely to coach their positive emotions; (2) when mothers coached negative emotions, children were subsequently more likely to display frustration, and when children showed frustration, mothers were subsequently more likely to coach their negative emotions. At age 4, we only found parent-driven, positive emotion–related sequences: when mothers coached positive emotions, children were subsequently more likely to show compliance and engagement. Findings shed light on the distinct functions of positive and negative emotions as well as the intricacy of dynamic emotion socialization transactions in relation to child emotion regulation during early childhood.

Background: Adaptive strategies of emotion regulation are important for adolescents, as maladaptive strategies of such can manifest as psychopathology that is sometimes severe. Individual biological characteristics and influences from peers have been shown to have an effect on the development of emotion regulation strategies in adolescents. Maternal factors, however, have received less attention in this age group regarding how they might predict emotion regulation in adolescents. Given that prior work has demonstrated that certain maternal factors, like emotion regulation and personality, play a crucial role in the development of emotion regulation strategies in early childhood, we sought to examine these associations in adolescents in our current study. Methods: Adolescents and their mothers (n = 123) both self-reported data on their own emotion regulation, and mothers also self-reported data on their own personality dysfunction. We operationalized maternal and adolescent emotion regulation as emotion suppression, a maladaptive emotion regulation strategy that is commonly used by adolescents. Results: Our data demonstrated that both maternal emotion suppression and interpersonal personality dysfunction were positively associated with adolescent emotion suppression. No associations among maternal intrapersonal personality functioning and adolescent emotion suppression were detected. Conclusions: Maternal personality dysfunction and emotion suppression both independently predicted adolescent emotion suppression use. These results support the idea that maternal characteristics play a role in shaping emotion regulation in adolescence.

Measures of parasympathetic regulation, such as respiratory sinus arrhythmia (RSA), predict executive function outcomes, including inhibitory control, across childhood. Respiratory sinus arrhythmia augmentation tends to be associated with more maladaptive outcomes, compared to RSA suppression, but the literature regarding RSA profiles and inhibitory control development across infancy and early childhood is contradictory. The goal of our current study was to examine the longitudinal and interactive effects of infant RSA during a frustrating task with negative maternal characteristics on inhibitory control during early childhood. Participants included 410 children (209 girls, 77.6% White, 92.9% non‐Hispanic) and their mothers. With small to moderate effect sizes (r ² range from 0.124 to 0.143), we demonstrated that maternal negative affect when children were 36 months old moderated the association between 10‐month‐old RSA during a frustrating task and 48‐month‐old inhibitory control, such that RSA suppression predicted higher levels of inhibitory control, but only when mothers exhibited high levels of negative affect. Our results highlight the biosocial framework under which child inhibitory control develops.

Previous literature shows that aspects of temperament, executive functioning, and EEG frontal asymmetry are related to externalizing behaviors in children. We examined whether frontal EEG asymmetry measured at age 6 would moderate the impact of negative affectivity, attentional control, and working memory at age 6 on conduct problems at age 9. Behavioral tasks were given to assess children’s attentional control and working memory. Parents completed questionnaires about their children’s negative affectivity and conduct problems. Results showed that greater negative affectivity reported at age 6 predicted for more conduct problems reported at age 9, regardless of EEG frontal asymmetry. Lower levels of attentional control and working memory at age 6 predicted for more conduct problems reported at age 9 when children also exhibited greater left EEG frontal asymmetry, which has been linked to approach motivation. These findings illustrate the importance of assessing multiple intrinsic factors, both independent and interactive, that contribute to children’s conduct problems.

Emotion socialization is conceptualized as a relational process, yet children’s role in socializing parents’ emotions is rarely considered. This study explored longitudinal patterns of mother-child emotion socialization from early to middle childhood. Participants were 349 children (51% boys, 49% girls) and their mothers from the southeastern United States. Children were 79.4% White, 12% Black or African American, and 8.3% multi-racial or other; 6.3% were Hispanic/Latino. Mother-child dyads completed an etch-a-sketch task when children were 3, 4, and 6 years old. At each time, mothers’ and children’s expression, coaching, and dismissing of positive and negative emotions were observed. Hierarchical Linear Modeling analyses identified developmental trajectories and within-dyad associations of emotion coaching and dismissing with emotion expression. Over time, expression of positive emotions decreased and expression of negative emotions showed no change for both mothers and children. Mothers decreased in coaching children’s positive emotions and showed no change in coaching children’s negative emotions. Children increased in coaching mothers’ positive emotions and showed no change in coaching mothers’ negative emotions over time. Both mothers and children decreased in dismissing emotions over time. Within dyads, mothers’ increases in coaching and in dismissing related to children’s increased expression. Children’s increases in coaching related to mothers’ increased expression. Findings highlight complexity and dynamics of emotion socialization processes over time.