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Title: Emotional and Behavioral Effects within the Triadic Family System: Actor-Partner Interdependence between Parents and Preschoolers.
Creator: Montena, Alexandra L., Jones, Nancy Aaron, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: The purpose of the current study is to examine emotional and behavioral interdependence within the triadic family system. Interdependence was assessed over time between 17 participant groups of mothers, fathers and preschoolers. Responses of each parent and preschooler were observed during story recitations that were chosen to elicit positive or negative responses; observations included measures of attention, external affect, and affective congruency. Parental self-report ratings of...
Show moreThe purpose of the current study is to examine emotional and behavioral interdependence within the triadic family system. Interdependence was assessed over time between 17 participant groups of mothers, fathers and preschoolers. Responses of each parent and preschooler were observed during story recitations that were chosen to elicit positive or negative responses; observations included measures of attention, external affect, and affective congruency. Parental self-report ratings of expressivity, negative emotions, and child temperament were compared to observations during story recitations, as well. Some father-child interactions appeared to be affected by story condition. However, parent gender had little effect on parent-child interactions overall in regards to child consistency. The findings suggest that children drive the interactions more so than parents. Further research with a larger sample size is needed to fully examine the emotional and behavioral interdependence between parents and preschoolers.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004912, http://purl.flvc.org/fau/fd/FA00004912
Subject Headings: Parent and child., Child rearing., Attachment behavior., Developmental psychology., Education, Preschool--Parent participation., Personality assessment.
Format: Document (PDF)

Title: The Physiological and Psychological Effects of Breastfeeding on Subsequent Mother-Infant Bonding.
Creator: Potts, Jamayne F., Aaron Jones, Nancy, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: This work examines the individual and comprehensive effects of oxytocin, maternal depression, and breastfeeding on the mother-infant bond. Self-report measures are used to illustrate differences in behavior, temperament, and maternal feelings towards her infant and her experiences associated with motherhood. Based on previous literature highlighting the protective and beneficial effects of oxytocin during maternity, results from this longitudinal study examining mother-infant dyads from...
Show moreThis work examines the individual and comprehensive effects of oxytocin, maternal depression, and breastfeeding on the mother-infant bond. Self-report measures are used to illustrate differences in behavior, temperament, and maternal feelings towards her infant and her experiences associated with motherhood. Based on previous literature highlighting the protective and beneficial effects of oxytocin during maternity, results from this longitudinal study examining mother-infant dyads from prenatal to three-months postpartum are aimed to combine psycho-social and biological components associated with child rearing to form a complete understanding of the mother-infant bonding system. While our research provides support for certain psycho social components by demonstrating an irrefutable impact of depressive symptoms and breastfeeding self-efficacy on later displays of postpartum attachment, there is still room for question in regards to the role that oxytocin may play.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013253
Subject Headings: Breastfeeding, Mother and infant, Oxytocin
Format: Document (PDF)

Title: Stress Reactivity in Children Following an Academic Stressor: Associations and Interactions with Intrapersonal Characteristics.
Creator: Corbett, Maria L., Jones, Nancy Aaron, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Previous research has shown that the intrapersonal characteristics (e.g., temperament) of children are associated closely with alterations in the functioning of the hypothalamic-pituitary–adrenal (HPA) stress axis. However, consistently capturing direct associations between these characteristics and stress reactivity of the HPA axis has, at times, yielded disparate findings. Thus, using the Rothbart model of temperament (Rothbart & Derryberry, 1981) as a guide, the main goal of this project...
Show morePrevious research has shown that the intrapersonal characteristics (e.g., temperament) of children are associated closely with alterations in the functioning of the hypothalamic-pituitary–adrenal (HPA) stress axis. However, consistently capturing direct associations between these characteristics and stress reactivity of the HPA axis has, at times, yielded disparate findings. Thus, using the Rothbart model of temperament (Rothbart & Derryberry, 1981) as a guide, the main goal of this project was to investigate and identify intrapersonal characteristics that moderate associations between other intrapersonal characteristics of the child and stress reactivity during development (e.g., trait by trait interactions). Additionally, study variables were assessed for meaningful associations and, on average differences between those who responded to the stressor paradigm and those who did not. A sample of 45 male and 37 female students (n=82, M= 9.66 yrs.) from six, fourth and fifth grade classes partook in a mathematically based stressor paradigm administered in the classroom. Salivary cortisol and behavior measures were collected in two waves over a 7-week period. Several significant results emerged. Overall, children who responded to the stressor paradigm had significantly higher levels of traits associated with a more inhibited behavioral style. Further, several meaningful interactions surfaced in which intrapersonal characteristics of various categories, including reactive, regulatory, and ambiguous, interacted with one another to predict stress reactivity. Of note, the majority of the interactions involved self-regulation and surgency. These two intrapersonal characteristics interacted with several others, helping to elucidate the unique influences of these intrapersonal characteristics on each other and, subsequently, stress reactivity of the HPA axis. These results illustrate that interactions between multiple intrapersonal characteristics should be taken into consideration in the future when studying the relationships between intrapersonal characteristics and stress reactivity of the HPA axis.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004824, http://purl.flvc.org/fau/fd/FA00004824
Subject Headings: Stress (Psychology), Stress management., Temperament in children., Emotions--Psychological aspects., Mood (Psychology)--Physiological aspects.
Format: Document (PDF)

Title: INHIBITORY CONTROL PERFORMANCE AS A FUNCTION OF PREADOLESCENT ANXIETY AND RESTING-STATE NEUROPHYSIOLOGY.
Creator: Shanok, Nathaniel A., Jones, Nancy Aaron, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: The aim of this study was to further examine the relationship between anxiety, inhibitory control (IC), and brain functioning (electroencephalogram) in a critical age-range for social and emotional development (8-12-year-olds). Depression was a secondary focus but was included in the analyses given the common anxiety/depression overlap. Additionally, the participants (N = 42) were assigned to 4 weeks of either an emotional training program (Emotional gFocus), a neutral training program ...
Show moreThe aim of this study was to further examine the relationship between anxiety, inhibitory control (IC), and brain functioning (electroencephalogram) in a critical age-range for social and emotional development (8-12-year-olds). Depression was a secondary focus but was included in the analyses given the common anxiety/depression overlap. Additionally, the participants (N = 42) were assigned to 4 weeks of either an emotional training program (Emotional gFocus), a neutral training program (Neutral gFocus), or a waitlisted control and were tested using cognitive, neurophysiological, and mood measures. Hierarchical regression models revealed that IC accuracy scores were significantly and negatively related to anxiety levels as indicated by the Screening For Child Anxiety Related Disorders (SCARED), as well as depression levels (using the Child Depression Inventory (CDI)), controlling for age and gender. Additionally, increased resting-state right lateral frontal alpha asymmetry was predictive of increased anxiety as well as depression levels. To evaluate the intervention effects, a series of Multivariate Analyses of Covariance (MANCOVA) and contrast tests were conducted to determine if group differences existed from pre-to-post for any of the measures of interest. Overall, the emotional and neutral training conditions showed similar reductions in anxiety and depression compared to the waitlist condition. Both the emotional and neutral conditions also facilitated significant improvements in IC accuracy compared to the control. Minimal pre-to-post power and asymmetry changes occurred in frontal and parietal regions; however, a lateral frontal leftward activity shift was found in the emotional training group. These findings further demonstrated a relationship between IC and anxiety and showed preliminary evidence that training IC has the potential to mitigate negative emotional functioning in adolescents. Future research is necessary to determine the importance of emotional training versus neutral as well as whether longer training intervals will be needed to facilitate a long-term impact.
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013486
Subject Headings: Preadolescents, Preteens, Anxiety, Neurophysiology, Inhibitory control
Format: Document (PDF)

Title: Maternal influence on early infant emotional regulation: A study of 3-month infant behavior, cortisol and frontal EEG.
Creator: Sloan, Aliza T., Jones, Nancy Aaron, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Prenatal maternal stress and mood, and early postnatal mother-infant interactions set the stage for the child’s psychobiological, neurological and social development. While a large body of research connecting maternal depression to infant EEG asymmetry exists, the current study sought to add to the sparse literature on maternal anxiety and infant EEG. Mother-infant dyads were assessed prenatally during the third trimester, soon after birth, at 6 weeks and 3 months postnatal. Association...
Show morePrenatal maternal stress and mood, and early postnatal mother-infant interactions set the stage for the child’s psychobiological, neurological and social development. While a large body of research connecting maternal depression to infant EEG asymmetry exists, the current study sought to add to the sparse literature on maternal anxiety and infant EEG. Mother-infant dyads were assessed prenatally during the third trimester, soon after birth, at 6 weeks and 3 months postnatal. Association between maternal depression and later development of right mid-frontal alpha asymmetry was confirmed, while trends suggested maternal anxiety may be associated with lateral frontal alpha asymmetry. Greater maternal sensitivity and anxiety were each associated with lower post-stressor cortisol in infants with right frontal asymmetry. Greater time spent in mutual gaze was associated with positive infant affect. Finally, quality mother-infant dynamics encourage positive infant affect and healthy physiological stress regulation even when brain patterns associated with dysregulation have been established.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00005929
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Mother and infant., Infant Behavior., Cortisol., Emotion., Frontal Lobe--physiology., Electroencephalography--Psychological aspects.
Format: Document (PDF)

Title: Infant Jealousy Responses: Temperament and EEG.
Creator: Mize, Krystal D., Florida Atlantic University, Jones, Nancy Aaron, Bjorklund, David F., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Jealousy results from the fear of loss of an important relationship partner or his/her exclusive attention (Neu, 1980; Tov-Ruach, 1980). Infants are dependant on their caregivers for basic needs and emotional support. Therefore, if an infant perceives that a rival threatens the parent-child dyad relationship, it is possible that the infant will respond in a jealous manner just as adults do when their important relationships are threatened . Although infants have limited emotional...
Show moreJealousy results from the fear of loss of an important relationship partner or his/her exclusive attention (Neu, 1980; Tov-Ruach, 1980). Infants are dependant on their caregivers for basic needs and emotional support. Therefore, if an infant perceives that a rival threatens the parent-child dyad relationship, it is possible that the infant will respond in a jealous manner just as adults do when their important relationships are threatened . Although infants have limited emotional understanding, Palmer and Palmer (2002) suggest that jealousy evolved out of other resource-protecting drives. Because parental care is a valuable resource, supporting survival, infants may have at least precursory jealousy capabilities. Research on infant jealousy is minimal however, Hart and Carrington (2002) characterized approach responses to the loss of maternal attention to a life-like doll as jealousy. The purpose ofthe current repeated-measures research design is to provide a conceptual replication of previous infant jealousy research. Whether infant jealousy responses are moderated by individuals approach or withdrawal tendencies, is still to be determined and is another focus of the current research. Temperamental characteristics may influence emotional responses and asymmetrical frontal brain activity is associated with individual differences in emotional responding (see Coan & Allen, 2004 for a review). Therefore baseline electroencephalography (EEG) is collected in the current research followed by subjecting 15 infants (mean age = 12.87 months) to two maternal ignoring conditions, one involving the mother attending to a social object (lifelike doll) and a control condition in which the mother attends to a non-social object (book). Results show that infants respond differentially to the two conditions with increased approach behaviors, arousal, and negative affect in the doll condition. The infants' responses in the social-object condition are identified as jealousy, suggesting that infants are capable of at least some complex emotional experiences. v
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Date Issued: 2008
PURL: http://purl.flvc.org/fau/fd/FA00000870
Subject Headings: Parent and infant, Social perception in children, Child psychology, Behavioral assessment of infants
Format: Document (PDF)

Title: Neuroplasticity and the developing brain: the psychophysiological effects of mindfulness meditation on school-aged children.
Creator: Worch, Sarah M., Jones, Nancy Aaron, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Many studies have supported the overall health benefits of mindfulness meditation practices for adults, but research exploring such benefits for children is sparse. The present study explored the psychophysiological effects of mindfulness meditation over a 10 week-period on a sample of 2nd-and 4th-grade children. Electroencephalograph (EEG) asymmetry and coherence were recorded at baseline and immediately after the meditation intervention for the experimental group, and at baseline and after...
Show moreMany studies have supported the overall health benefits of mindfulness meditation practices for adults, but research exploring such benefits for children is sparse. The present study explored the psychophysiological effects of mindfulness meditation over a 10 week-period on a sample of 2nd-and 4th-grade children. Electroencephalograph (EEG) asymmetry and coherence were recorded at baseline and immediately after the meditation intervention for the experimental group, and at baseline and after 10 weeks for the control group. Measures of affect, behavioral motivation, creativity, and depression were also administered. The primary findings indicated that when improvement in depressive symptoms occurred for 4th-grade students who were somewhat engaged in meditation practice, left-sided frontal EEG activity was also more prominent. Additionally, 4th-grade students who actively participated in meditation practice experienced decreases in self-reported levels of negative affect. Results suggest that mindfulness meditation is beneficial for improving 4th-grade students’ mood and brain regions associated with mood.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004238, http://purl.flvc.org/fau/fd/FA00004238
Subject Headings: Brain -- Physiological aspects, Cognition in children, Mind and body, Mindfulness based cognitive therapy, Psychophysiology
Format: Document (PDF)

Title: CHILDREN’S EMOTIONAL RESPONSIVENESS AND THE CONTRIBUTIONS OF PARENTS’ EXPRESSIVE TENDENCIES DURING EMOTIONALLY POSITIVE AND NEGATIVE INTERACTIONS.
Creator: Smatrakaleva, Kristina G., Jones, Nancy Aaron, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: This study examines how children learn emotional information and management from their primary caretakers during interactions with positive and negative narratives. Fifty-six preschoolers and their parents participated in a storytelling and discussion task, where each parent presented a happy and a sad story. Preschoolers were coded for their involvement, emotional comprehension, and concern, while parents were rated on their support, scaffolding, and expressiveness. Findings reveal that warm...
Show moreThis study examines how children learn emotional information and management from their primary caretakers during interactions with positive and negative narratives. Fifty-six preschoolers and their parents participated in a storytelling and discussion task, where each parent presented a happy and a sad story. Preschoolers were coded for their involvement, emotional comprehension, and concern, while parents were rated on their support, scaffolding, and expressiveness. Findings reveal that warm responsive and expressive parental behaviors contribute significantly to children’s cognitive and emotional skills during both positive and negative narrative interactions. Parents high in support and expressiveness (both during the task and within the home) had children who showed higher total expression, in addition to being more positively expressive, more involved, and more understanding of emotional concepts. These results reinforce previously established beliefs on the importance of emotionally open, positively expressive, and cognitively stimulating parent-child interactions on emotional, social, and regulatory competence.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00014011
Subject Headings: Parent and child, Emotion, Developmental psychology
Format: Document (PDF)

Title: GENDER AND ANALYSIS OF GARS-2 IN TYPICALLY DEVELOPING CHILDREN AND CHILDREN ON THE AUTISM SPECTRUM.
Creator: Gaudrée, Aerdin Amanda T., Jones, Nancy Aaron, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: The overall goal of the present study was to examine the data from several research studies to aid in understanding sex, ASD, and its subcomponents using the Gilliam Autism Rating Scale or GARS-2, an ASD diagnostics questionnaire, and to explore the relation between facial emotional recognition, sex, and ASD. We did not find a significant difference in the GARS-2 overall scores, nor was there a difference in the GARS-2 subscale scores when examining the scores of boys and girls (both ASD and...
Show moreThe overall goal of the present study was to examine the data from several research studies to aid in understanding sex, ASD, and its subcomponents using the Gilliam Autism Rating Scale or GARS-2, an ASD diagnostics questionnaire, and to explore the relation between facial emotional recognition, sex, and ASD. We did not find a significant difference in the GARS-2 overall scores, nor was there a difference in the GARS-2 subscale scores when examining the scores of boys and girls (both ASD and TD). Our findings suggest the GARS-2 is an excellent choice in diagnostic measures and does not appear to have a sex bias. That being said, research into ASD measures is much needed. This is a significant issue as such research does not consider the potential different symptomology of girls with ASD. The issue at the heart of this study is that for so long research on ASD has been limited to studying samples of boys with the disorder (Lundstrom et al., 2019).
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00014118
Subject Headings: Autism, Children, Gender
Format: Document (PDF)

Title: Infant Socioemotional Responses When Faced with Social Threat: Implications For Neurophysiological and Bio-hormonal Processing.
Creator: Bernardo, Angela Maria, Jones, Nancy Aaron, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: Infants have an innate desire to form social bonds and jealousy protests are an attempt to regain exclusive maternal attention from a social usurper. The current study examined neurophysiological and bio-hormonal processes related to jealousy responses during the first year and a half of life. Prior to and after the first year of life, infants express jealousy protest behavior when faced with a social threat. Resting-state frontal EEG coherence indicated a developmental shift from bilateral...
Show moreInfants have an innate desire to form social bonds and jealousy protests are an attempt to regain exclusive maternal attention from a social usurper. The current study examined neurophysiological and bio-hormonal processes related to jealousy responses during the first year and a half of life. Prior to and after the first year of life, infants express jealousy protest behavior when faced with a social threat. Resting-state frontal EEG coherence indicated a developmental shift from bilateral connectivity in younger infants to increased frontal specialization in older infants in relation to jealousy responses. Furthermore, 6- to 9-month-old infants exhibited more frontal neuroconnectivity in the right hemisphere (i.e., an area related to negative emotions) of the brain compared to left when faced with social threat. Lastly, social threat activated HPA reactivity in infants higher in temperamental distress. This study provides further evidence for the emerging links between physiological and socioemotional responses in infancy due to loss of exclusive maternal attention.
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014230
Subject Headings: Infant psychology, Jealousy, Infants--Development, Electroencephalography
Format: Document (PDF)

Title: DEVELOPMENT OF INFANT AGENCY.
Creator: Sloan, Aliza T., Jones, Nancy Aaron, Kelso, J. A. Scott, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: The mobile conjugate reinforcement (MCR) paradigm, made famous by Carolyn Rovee-Collier and her colleagues (Rovee & Rovee, 1969), has long been used to study infant learning and memory. In MCR studies, the infant's foot is tethered to a mobile hanging overhead, and the mobile responds directly to the infant's kicking. Infant kicking rate triples within a few minutes of interacting with the mobile. This result was classically interpreted as evidence of reinforcement learning. Kelso and Fuchs ...
Show moreThe mobile conjugate reinforcement (MCR) paradigm, made famous by Carolyn Rovee-Collier and her colleagues (Rovee & Rovee, 1969), has long been used to study infant learning and memory. In MCR studies, the infant's foot is tethered to a mobile hanging overhead, and the mobile responds directly to the infant's kicking. Infant kicking rate triples within a few minutes of interacting with the mobile. This result was classically interpreted as evidence of reinforcement learning. Kelso and Fuchs (2016) reinterpreted it as evidence that a coordinative structure, or functional synergy, forms between infant and mobile, triggering a positive feedback loop between the two. Positive feedback is proposed to give rise to an `Aha!' moment as the (prelinguistic) infant suddenly realizes it is an agent in control of the mobile's motion. While some have theorized the realization of self as causal agent emerges from organism-environment interactions, Kelso and Fuchs (2016) developed a mathematical model of the coordination dynamics between the infant and mobile, providing mechanistic explanations for the formation of agency. The current study was the first to measure movement of the mobile and analyze how dynamics of coordination between infant and mobile relate to possible transitions from spontaneous to intentional action. Novel measures of infant and mobile dynamics were used to test model predictions. Infant activity dropped drastically in response to non-contingent mobile movement and remained suppressed at the start of infant~mobile contingency, suggesting that mobile movement triggers a qualitatively different context for infants. This finding challenges the widely held assumption that mobile movement rewards and stimulates infant movement and calls into question the sufficiency of standard contingency detection cut-offs and explanations of conjugate reinforcement learning. Assessing coordination dynamics on a fine time scale using new analytical techniques made it possible to identify moments of agentive realization. Approaching agency as a relational phenomenon allowed for detailed characterization of the infant~mobile relationship and its role in the emergence of causal agency. In addition, the results revealed a number of surprising insights into agency formation such as the critical role of inactivity for agentive discovery and the possibility of intermediary stages or quasi-agentive states.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00013967
Subject Headings: Infants, Infants--Development, Developmental psychology
Format: Document (PDF)

Title: Temperament and Electrocortical Development: Examination of Infant Alpha EEG Coherence.
Creator: Gott, Samantha C., Nancy Aaron Jones, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: Temperament and its development have been associated with the alpha band of EEG coherence in previous research that focused on adolescent and adult populations, results suggest that this measure stands as a reliable indicator of emotional states. In the current study, five data sets from previously conducted studies were analyzed to determine if resting state alpha coherence measures differ in various brain regions and are associated with variation in levels of temperament. Additionally, we...
Show moreTemperament and its development have been associated with the alpha band of EEG coherence in previous research that focused on adolescent and adult populations, results suggest that this measure stands as a reliable indicator of emotional states. In the current study, five data sets from previously conducted studies were analyzed to determine if resting state alpha coherence measures differ in various brain regions and are associated with variation in levels of temperament. Additionally, we aimed to determine if, as age increases, a synchronous result in coherence may be seen (specifically, from posterior to anterior), in accordance with neurophysiological development. Regression analyses suggested that the negative affectivity temperamental qualities did not significantly associate with coherence. Repeated-measures analyses yielded significant results in favor of the electrocortical development hypothesis and, through exploratory analysis, more reactive temperament scores depicting positive affectivity, emotional/self-regulation, and activity level displayed in infants who had higher coherence in posterior regions. The study was suggestive of high coherence values associating with highly reactive temperamental attributes in posterior regions in the 3- to 12-month-old participants and higher coherence values displaying in posterior regions compared to anterior regions consistently across age groups.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00013968
Subject Headings: Infants--Development, Temperament, Electroencephalography
Format: Document (PDF)

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