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Biomedical subjects

M K Rothbart

Publications and source records attributed to M K Rothbart.

At least 19 recordsLinked to original sources
PubMed2001

Development of the functional visual field.

Andries Sanders' dissertation examined selective mechanisms in the functional visual field, and much of his work since has been concerned with the stages that underlie visual information processing particularly while making saccades. We argue that the study of orienting in the functional visual field is timely because it deals with the relation of covert attention shifts, eye movements and head movements to their underlying neurology. In our paper we develop a method to study learning of sequences at all ages from infants to adults. Our studies focus on how learning influences anticipatory eye movements. We examined the learning of unambiguous and context dependent sequences by 4-, 10-, and 18-month-old infants and undergraduates. We found clear learning of unambiguous sequences at 4 months, but learning of context dependent associations was found only in 18-month-olds and in adults. We hypothesize that the learning of unambiguous sequences by 4-month-olds reflects maturation of a basal ganglia-parietal circuit related to adult implicit learning, while the learning of context dependent sequences requires development of frontal structures underlying more general attentional abilities.

Adult↗
PubMed2001

Exploring the biology of socialization.

How will the social sciences take advantage of the revolution that has taken place in biology during the past two decades? Over the last fifteen years, neuroimaging has allowed the study of human cognition and emotion within psychology to achieve close alliances with biology through the development of cognitive and affective neuroscience. There is little doubt that a similar alliance between psychology and biology will occur in the domain of human brain development. In principle, understanding how the human brain is organized by experience (epigenetic rules) and how societies instruct their young could produce a link between natural and social science. The late David C. McClelland sought methods to base the social sciences on psychological ideas. McClelland sought to connect the values of achievement and power as coded from children's readers and popular ballads to societal economic growth and conflict. These efforts lacked knowledge of brain mechanisms of memory and attention and an understanding of the role of experience in organizing brain circuitry. Understanding of cognitive and brain systems related to knowledge and action may allow a new approach to forging connections between individual minds and social behavior.

Biology↗
PubMed2000

Developing mechanisms of self-regulation.

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.

Affect↗
PubMed2000

Temperament and personality: origins and outcomes.

This article reviews how a temperament approach emphasizing biological and developmental processes can integrate constructs from subdisciplines of psychology to further the study of personality. Basic measurement strategies and findings in the investigation of temperament in infancy and childhood are reviewed. These include linkage of temperament dimensions with basic affective-motivational and attentional systems, including positive affect/approach, fear, frustration/anger, and effortful control. Contributions of biological models that may support these processes are then reviewed. Research indicating how a temperament approach can lead researchers of social and personality development to investigate important person-environment interactions is also discussed. Lastly, adult research suggesting links between temperament dispositions and the Big Five personality factors is described.

Adult↗
PubMed2000

Computerized games to study the development of attention in childhood.

Children enjoy playing games. We can take advantage of this in the designs of computerized tasks that will engage their interest. These designs also serve to advance the study of chronometric measures, such as manual and saccadic reaction times and event related potentials, with young children. The goals of our method development are (1) to allow for comparable tasks across a wide variety of ages, (2) to make possible comparisons of child performance with data gathered in adult cognitive studies, and (3) to help to support inferences about the development of underlying mechanisms. We have designed a battery of computerized tasks in order to study the development of attention functions of alertness, orienting, and executive control during childhood. Our purpose is to describe each of these tasks in detail and present the results that have been obtained so far. The battery was tested using a sample of 5-year-old children as subjects.

Analysis of Variance↗
PubMed1998

Attention, self-regulation and consciousness.

Consciousness has many aspects. These include awareness of the world, feelings of control over one's behaviour and mental state (volition), and the notion of continuing self. Focal (executive) attention is used to control details of our awareness and is thus closely related to volition. Experiments suggest an integrated network of neural areas involved in executive attention. This network is associated with our voluntary ability to select among competing items, to correct error and to regulate our emotions. Recent neuroimaging studies suggest that these various functions involve separate areas of the anterior cingulate. We have adopted a strategy of using marker tasks, shown to activate the brain area by imaging studies, as a means of tracing the development of attentional networks. Executive attention appears to develop first to regulate distress during the first year of life. During later childhood the ability to regulate conflict among competing stimuli builds upon the earlier cingulate anatomy to provide a means of cognitive control. During childhood the activation of cingulate structures relates both to the child's success on laboratory tasks involving conflict and to parental reports of self-regulation and emotional control. These studies indicate a start in understanding the anatomy, circuitry and development of executive attention networks that serve to regulate both cognition and emotion.

Adult↗
PubMed1997

Reactive and effortful processes in the organization of temperament.

Self-organization can be approached in terms of developmental processes occurring within and between component systems of temperament. Within-system organization involves progressive shaping of cortical representations by subcortical motivational systems. As cortical representations develop, they feed back to provide motivational systems with enhanced detection and guidance capabilities. These reciprocal influences may amplify the underlying motivational functions and promote excessive impulsivity or anxiety. However, these processes also depend upon interactions arising between motivational and attentional systems. We discuss these between-system effects by considering the regulation of approach motivation by reactive attentional processes related to fear and by more voluntary processes related to effortful control. It is suggested than anxious and impulsive psychopathology may reflect limitations in these dual means of control, which can take the form of overregulation as well as underregulation.

Anxiety↗
PubMed1994

Temperament and the development of personality.

We present a psychobiological approach to personality development, incorporating developmental principles outlined by R. B. Cairns (1979). We review individual differences in temperament and ask how a temperamental approach to personality might be congruent with these complex and flexible principles. We then illustrate the nature of temperamental processes by considering several developmental topics. We first consider the interaction of infant distress-proneness and maternal behavior in the development of attachment. We then describe the development of self-regulatory mechanisms, emphasizing development of conscience, aggression, and mastery motivation. Finally, we briefly review mechanisms of temperament and environment interaction, illustrating these processes through variable developmental pathways for risk of adolescent and adult psychopathology. Throughout, we stress the idea that temperamental models of personality development are dynamic, interactive, and fit well with Cairns's developmental principles.

Adolescent↗
PubMed1994

Development of orienting to locations and objects in human infants.

Two experiments investigated preference for orienting to novel locations and novel objects in young infants. Adults and infants of six months and older show a propensity to orient to locations that have not recently been inspected (inhibition of return). Preference for novel locations undergoes development. We show that, similar to adults, its development is related to the ability to program eye movements to attended locations. This preference appears to emerge as infants gain the ability to program eye movements to target locations. Experiment 1 demonstrates that three-month-olds show inhibition of return for 10 degrees target eccentricities, but not for 30 degrees target eccentricities. In a second experiment, three- and six-month-old infants oriented to 10 degrees targets that varied in location and object identity. Infants of both ages strongly preferred orienting to novel objects at novel locations. At three months, the preference for novel objects was equal to the preference for novel locations, while at six months a tendency to prefer novel objects over novel locations emerged. Overall, the findings support separate development of these two forms of novelty preference, and suggest that novel location preferences (inhibition of return) relates closely to the eye movement system. The findings are discussed in relation to issues concerning development, physiology, and cognition.

Attention↗
PubMed1989

Right-sided facial asymmetry in infant emotional expression.

In normal adults, emotional expressions tend to be more intense on the left side of the face, while in preschool-age children, no significant bias in facial asymmetry has been found. We examined facial asymmetries during smiling and distress in 59 infants studied longitudinally at 6.5, 10 and 13.5 months of age. In these infants, asymmetric expressions showed a bias toward greater intensity on the right side of the face. The study of infant facial expression may provide clues to the maturation of the cortical control of emotional responses.

Child Development↗
PubMed1988

Arousal, affect, and attention as components of temperament.

Contemporary models of human temperament have been based on the general constructs of arousal, emotion, and self-regulation. In order to more precisely investigate these constructs, they were theoretically decomposed into 19 subconstructs, and homogeneous scales were developed to assess them. The scales were constructed through an item-selection technique that maximized internal consistency and minimized conceptual overlap. Correlational and factor analyses suggested that arousal can be usefully assessed in terms of its central, autonomic, and motor components. The emotions of sadness, relief, and low-intensity pleasure were most closely related to the measures of central arousal. Emotions of fear, frustration, discomfort, and high-intensity pleasure were more closely related to measures of attentional control. We discuss these findings in terms of the functional relations between arousal, emotion, and attention.

Arousal↗
PubMed1988

Temperament and the development of inhibited approach.

The early development of inhibited approach was studied through the observation of infants' reaching toward objects. 48 infants were observed longitudinally at 6.5, 10, and 13.5 months as they reached for toys under high- and low-intensity/novelty conditions. It was predicted that if an approach system related to positive affect were in place by 6 months, infants should show relative interindividual stability across age in their latency to approach low-intensity/novelty toys. This latency would also be inversely related to temperamental positive affect, that is, children who smiled and laughed more would reach more quickly. It was also predicted that, if behavioral inhibition to high-intensity/novelty stimuli were developing over this period, relative instability of latency to grasp high-intensity/novelty toys would be found. This latency would also be positively related to temperamental ratings of fearfulness, that is, children who were more fearful, would grasp more slowly. These hypotheses were generally supported, with the exception of the relation between parent-reported fearfulness and latency to approach and grasp. In addition, sex differences in frequency of hesitations were found.

Affect↗
PubMed1987

Roundtable: what is temperament? Four approaches.

4 current approaches to understanding temperament are discussed in the roundtable. In an introductory overview, Goldsmith outlines some of the major convergences and divergences in the understanding of this concept. Theorists representing 4 positions--Goldsmith, Buss and Plomin, Rothbart, and Thomas and Chess--outline their views by responding to each of 6 questions: How do you define temperament and explain the boundaries of the concept? What are the elements of temperatment? How does the construct of temperament permit you to approach issues or organize data in ways that are possible only if this construct is invoked? How does temperament develop? To what extent do you consider temperament to be a personological versus a relational or an interactional construct? and How does your approach deal with issues of temperamental "difficulty"? In 2 commentaries on the theorists' answers, Hinde highlights differences among their positions and indicates issues that current theories of temperament must take into consideration, and McCall draws on common aspects to propose a synthesizing definition that draws on all 4 approaches.

Arousal↗