Early Life Stress and Perceived Social Isolation Influence How Children Use Value Information to Guide Behavior

Autor/inn/en	Smith, Karen E.; Pollak, Seth D.
Titel	Early Life Stress and Perceived Social Isolation Influence How Children Use Value Information to Guide Behavior
Quelle	In: Child Development, 93 (2022) 3, S.804-814 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Karen E.) ORCID (Pollak, Seth D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13727
Schlagwörter	Early Experience; Anxiety; Social Isolation; Child Behavior; Children; Modeling (Psychology) + Suchen Sie Ihr Suchwort? Frühbeginn; Angst; Soziale Isolation; Child; Kind; Kinder; Modeling; Modelling; Modellierung
Abstract	Learning the value of environmental signals and using that information to guide behavior is critical for survival. Stress in childhood may influence these processes, but how it does so is still unclear. This study examined how stressful event exposures and perceived social isolation affect the ability to learn value signals and use that information in 72 children (8-9 years; 29 girls; 65.3% White). Stressful event exposures and perceived social isolation did not influence how children learned value information. But, children with high stressful event exposures and perceived social isolation were worse at using that information. These data suggest alterations in how value information is used, rather than learned, may be one mechanism linking early experiences to later behaviors. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01