Frustration, temperament and social vulnerability in babies: a comparative study
DOI:
https://doi.org/10.24265/liberabit.2021.v27n1.06Keywords:
Frustration, temperament, social vulnerability, infancyAbstract
Background: Frustration is defined as the body’s responses that are triggered when there is a negative discrepancy between an expected incentive and the one actually received. These situations elicit behavioral, emotional and neurophysiological responses analogous to those that occur with aversive stimuli or their anticipation. There is research on babies, but few on the associations with individual and environmental differences and none on the Argentine population. Objectives: To associate frustration, temperament and social vulnerability in a sample of infants. Method: A comparative associative study was carried out using a structured observation technique where frustration and its relationship with temperament were evaluated in 22 babies aged 10 to 14 months through the infant behavior questionnaire-revised very short form (IBQ-R VSF). The study population belonged to two social strata according to a sociodemographic record. Results: An inverse correlation was found between extroversion and manipulation of objects, and between effortful control and biting response. No significant differences were identified based on the socioeconomic level. Conclusions: The results were discussed taking into account the frustration theory, the study limitations and the recommendations for future research.
Authorship contribution
MHE: data collection, statistical analysis, final revision of manuscript.
AE: study conception and design, data collection.
LG: statistical analysis, final revision of manuscript.
AM: conception
Downloads
Download data is not yet available.
References
Adamson, L. B., Bakeman, R., Suma, K., & Robins, D. L. (2019). An Expanded View of Joint Attention: Skill, Engagement, and Language in Typical Development and Autism. Child Development, 90(1), e1-e18. https://doi.org/10.1111/cdev.12973
Andraca, I. D., Pino, P., La Parra, A. D., Rivera, F., & Castillo, M. (1998). Risk factors for psychomotor development among infants born under optimal biological conditions. Revista de Saude Publica, 32(2), 138-147.
Andrés, M. L. (2014). Efecto mediador de las estrategias cognitivas de regulación emocional en la relación entre los rasgos de personalidad y la ansiedad, depresión y felicidad en niños de 9 a 12 años de edad [tesis de doctorado, Universidad Nacional de Mar del Plata]. Repositorio RPsico. http://rpsico.mdp.edu.ar/ handle/123456789/538
Ato, E., González, C., & Carranza, J. (2004). Aspectos evolutivos de la autorregulación emocional en la infancia. Anales de Psicología, 20(1), 69-79.
Ato, M., López-García, J. J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en Psicología. Anales de Psicología, 29(3), 1695-2294. http://dx.doi.org/10.6018/analesps.29.3.178511
Barch, D. M., Harms, M. P., Tillman, R., Hawkey, E., & Luby, J. L. (2019). Early Childhood Depression, Emotion Regulation, Episodic Memory, and Hippocampal Development. Journal of Abnormal Psychology, 128(1), 81-95. https://doi.org/10.1037/abn0000392
Bennett, D., Bendersky, M., & Lewis, M. (2005). Antecedents of emotion knowledge: Predictors or Individual Differences in Young Children. Cognition and Emotion, 19(3), 375-396. https://doi.org/10.1080/02699930441000201
Bradley, R., & Corwyn, R. (2002). Socioeconomic Status and Child Development. Annual Review of Psychology, 53, 371-399. https://doi.org/10.1146/annurev.psych.53.100901.135233
Brandes-Aitken, A., Braren, S., Swingler, M., Voegtline, K., & Blair, C. (2019). Sustained Attention in Infancy: A Foundation for the Development of Multiple Aspects of Self-Regulation for Children in Poverty. Journal of Experimental Child Psychology, 184, 192-209. https://doi.org/10.1016/j.jecp.2019.04.006
Braungart, J. M., & Stifter, C. A. (1996). Infants’ Responses to Frustrating Situations: Continuity and Change in Reactivity and Regulation. Child Development, 67(4), 1767-1779. https://doi.org/10.2307/1131730
Brophy, H., Stansbury, B., & Horodynsky, M. (2012). Modeling Maternal Emotion-Related Socialization Behavior in a Low-Income Sample: Relations with Toddler’s Self-Regulation. Early Childhood Research Quarterly, 27(3), 352-364.
Brugué, Q., Gomà, R., & Subirats, J. (2018). De la pobreza a la exclusión social. Nuevos retos para las políticas públicas. Revista Internacional de Sociología, 60(33), 7-45. https://doi.org/10.3989/ris.2002.i33.728
Calkins, S., Dedmon, S., Gill, K., Lomax, L., & Johnson, L. (2002). Frustration in Infancy: Implications for Emotion Regulation, Physiological Processes, and Temperament. Infancy, 3(2), 175-197. https://doi.org/10.1207/S15327078IN0302_4
Cimino, S., Cerniglia, L., Porreca, A., Simonelli, A., Ronconi, L., & Ballarotto, G. (2016). Mothers and Fathers with Binge Eating Disorder and their 18-36 Months Old Children: A Longitudinal Study on Parent-Infant Interactions and Offspring’s Emotional-Behavioral Profiles. Frontiers in Psychology, 7, 580. https://doi.org/10.3389/fpsyg.2016.00580
Elgier, A. M., Galvagno, L. G., Clerici, G., Tortello, C., & Azzolini, S. C. (2017). Seguimiento del gesto de señalar y de la mirada en estadios tempranos del desarrollo. Apuntes de Ciencia & Sociedad, 7(1), 11-20. https://doi.org/10.18259/acs.2017003
Farah, M., Shera, D., Savage J., Betancourt, L., Giannetta, J., Brodsky, N., Malmud, E., & Hurt, H. (2006). Childhood Poverty: Specific Associations with Neurocognitive Development. Brain Research, 1110, 166-174.
Fox, N. A., & Calkins, S. D. (2003). The development of self-control of emotion: Intrinsic and extrinsic influences. Motivation and Emotion, 27(1), 7-26.
Gago, L. G., De Grandis, M. C., Clerici, G. D., Mustaca, A. E., Miller, S. E., & Elgier, A. M. (2019). Regulation during the Second Year: Executive Function and Emotion Regulation Links to Joint Attention, Temperament and Social Vulnerability in a Latin American Sample. Frontiers in Psychology, 10, 1473.
Gago, L. G., De Grandis, M. C., Jaume, L. C., & Elgier, A. M. (2020). Home Environment and its Contribution to Early Childhood Regulatory Capabilities. Early Child Development and Care. https://doi.org/10.1080/03004430.2020.1796655
Garner, P., & Waajid, B. (2008). The associations of emotion knowledge and teacher-child relationships to preschool children’s school-related developmental competence. Journal of Applied Developmental Psychology, 29(2), 89-100. https://doi.org/10.1016/j.appdev.2007.12.001
Garner, P., & Waajid, B. (2012). Emotion Knowledge and Self-Regulation as Predictor of Preschoolers’ Cognitive Ability, Classroom Behavior, and Social Competence. Journal of Psychoeducational Assessment, 30(4), 330- 343. https://doi.org/10.1177/0734282912449441
Gutiérrez, J., Celedón, V., Martínez, B., Rojas, F., Carmona, B., & Farkas, C. (2018). Diferencias en temperamentovsegún nivel socioeconómico en niños chilenos de 12 y 30 meses. Acta de Investigación Psicológica, 8(2), 42-58. https://doi.org/10.22201/fpsi.20074719e.2018.2.04
Hernández, M., Elgier, A. M., Gago, L. G., & Mustaca, A. E. (2019). Emociones y frustración en bebés: el temperamento y la vulnerabilidad social como factores moduladores. Revista Subjetividad y Procesos Cognitivos, 23(2), 115-139. Instituto Nacional de Estadística y Censos - INDEC. (2001). Incidencia de la pobreza en los aglomerados urbanos [boletín N.° 5]. INDEC.
Kamenetzky, G. V., Cuenya, L., Elgier, A. M., López Seal, F., Fosacheca, S., Martin, L., & Mustaca, A. E. (2009). Respuestas de frustración en humanos. Terapia Psicológica, 27(2), 191-201. http://dx.doi.org/10.4067/S0718-48082009000200005
Kennedy, K., & Rubin, K. (2010). Gender and Parent’s Reaction to Children’s Emotion during the Preschool Years. New Directions for Child and Adolescent Development, 128, 51-64. https://doi.org/10.1002/cd.268
Kia-Keating, M., Nylund-Gibson, K., Kia-Keating, B. M., Schock, C., & Grimm, R. P. (2018). Longitudinal Patterns of Self-Regulation among Ethnic Minority Children Facing Poverty. Journal of Child and Family Studies, 27(2), 398-411. https://doi.org/10.1007/s10826-017-0883-5
Kobre, K. R., & Lipsitt, L. P. (1972). A Negative Contrast Effect in Newborns. Journal of Experimental Child Psychology, 14(1), 81-91. https://doi.org/10.1016/0022-0965(72)90033-1
Kochanska, G., Murray, K. T., & Harlan, E. T. (2000). Effortful Control in Early Childhood: Continuity and Change, Antecedents, and Implications for Social Development. Developmental Psychology, 36(2), 220-232. https://doi.org/10.1037/0012-1649.36.2.220
Lipina, S. J., & Colombo, J. A. (2009). Poverty and brain development during childhood: An approach from cognitive psychology and neuroscience. American Psychological Association.
Lipina, S. J., Martelli, M. I., Vuelta, B. L., Injoque-Ricle, I., & Augusto, J. (2004). Pobreza y desempeño ejecutivo en alumnos preescolares de la ciudad de Buenos Aires (República Argentina). Interdisciplinaria, 21(2), 153-193.
Mast, V. K., Fagen, J. W., Rovee-Collier, C. K., & Sullivan, M. W. (1980). Immediate and Long-Term Memory for Reinforcement Context: The Development of Learned Expectancies in Early Infancy. Child Development, 51,700-707. https://doi.org/10.2307/1129455
Mazzoni, C., Stelzer, F., Cervigni, M., & Martino, P. (2014). Impacto de la pobreza en el desarrollo cognitivo. Un análisis teórico de dos factores mediadores. Liberabit, 20(1), 93-100.
Meléndez, L. M., & Solano, V. S. (2017). La desnutrición y el estrés van a la escuela: pobreza infantil y neurodesarrollo en América Latina. Innovaciones Educativas, 19(27), 55-70.
Mira, A., & Vera, L. (2017). Control esforzado: Componente regulatorio del temperamento y sus implicancias en el desarrollo socioemocional de los niños. Revista Chilena de Neuropsicología, 12(1), 24-28.
Mustaca, A. (2013). «Siento un dolor en el alma»: ¿metáfora o realidad? Revista Argentina de Ciencia del Comportamiento, 5(2), 47-60.
Mustaca, A. (2018). Frustración y conductas sociales. Avances en Psicología Latinoamericana, 36(1), 65-81. https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.4643
Nelson, M. B., O’Neil, S. H., Wisnowski, J. L., Hart, D., Sawardekar, S., Rauh, V., Perera, F., Andrews, H. F., Hoepner, L. A., Garcia, W., Algermissen, M., Bansal, R., & Peterson, B. S. (2019). Maturation of Brain Microstructure and Metabolism Associates with Increased Capacity for Self-Regulation During the Transition from Childhood to Adolescence. Journal of Neuroscience, 39(42), 8362-8375. https://doi.org/10.1523/JNEUROSCI.2422-18.2019
Papini, M. R., & Pellegrini, S. (2006). Scaling relative incentive value in consummatory behavior. Learning and Motivation, 37(4), 357-378.
Pellegrini, S., Muzio, R., Mustaca, A., & Papini, M. (2004). Successive Negative Contrast After Partial Reinforcement in the Consummatory Behavior of Rats Learning and Motivation. Learning and Motivation, 35(4), 303-321. https://doi.org/10.1016/j.lmot.2004.04.001
Pesonen, A. K., Räikkönen, K., Heinonen, K., Järvenpää, A. L., & Strandberg, T. E. (2006). Depressive Vulnerability in Parents and Their 5-Year-Old Child’s Temperament: A Family System Perspective. Journal of Family Psychology, 20(4), 648- 655. https://doi.org/10.1037/0893-3200.20.4.648
Posner, M. I., & Rothbart, M. K. (2018). Temperament and Brain Networks of Attention. Philosophical Transactions of the Royal Society B: Biological Sciences, 373(1744), 20170254. https://doi.org/10.1098/rstb.2017.0254
Prats, L. M., Fracchia, C. S., Segretin, S. M., Hermida, M. J., Colombo, J. A., & Lipina, S. J. (2012). Predictores socioambientales e individuales del desempeño en una tarea atencional con demandas de alerta, orientación y control en niños de edad preescolar. Revista Argentina de Ciencias del Comportamiento, 4(2), 19-31.
Putnam, S. P., & Rothbart, M. K. (2006). Development of short and very short forms of the Children’s Behavior Questionnaire. Journal of Personality Assessment, 87(1), 102-112.
Putnam, S. P., Helbig, A. L., Gartstein, M. A., Rothbart, M. K., & Leerkes, E. (2014). Development and Assessment of Short and Very Short Forms of the Infant Behavior Questionnaire-Revised. Journal of Personality Assessment, 96(4), 445-458. https://doi.org/10.1080/00223891.2013.841171
Reyna, C., & Brussino, S. (2015). Diferencias de edad y género en comportamiento social, temperamento y regulación emocional en niños argentinos. Acta Colombiana de Psicología, 18(2), 51-64. http://www.dx.doi.org/10.14718/ACP.2015.18.2.5 Rothbart, M. K. (2011). Becoming who we are: Temperament and Personality in Development. Guilford Press.
Rothbart, M. K., & Rueda, M. R. (2005). The Development of Effortful Control. En U. Mayr, E. Awh, & S. Keele (Eds.), Developing Individuality in the Human Brain: Tribute to Michael I. Posner (pp. 167-188). American Psychological Association. https://doi.org/10.1037/11108-009
Rothbart, M. K., Ahadi, S. A., & Evans, D. E. (2000). Temperament and Personality: Origins and Outcomes. Journal of Personality and Social Psychology, 78(1), 122-135. https://doi.org/10.1037/0022-3514.78.1.122
Rothbart, M., & Gartstein, M. (2003). Studying Infant Temperament Via the Revised Infant Behavior Questionnaire. Infant Behavior & Development, 26(1), 64-86. https://doi.org/10.1016/S0163-6383(02)00169-8
Rothbart, M. K., & Posner, M. I. (2005). Genes and Experience in the Development of Executive Attention and Effortful Control. New Directions for Child and Adolescent Development, 109, 101-108. https://doi.org/10.1002/cd.142
Rubilar, J. V., Lemos, V., & Richaud, M. C. (2017). Programa de fortalecimiento parental en contextos de vulnerabilidad social: Una propuesta desde el ámbito escolar. Interdisciplinaria, 34(1), 157-172.
Smaling, H., Huijbregts, S., Suurland, J., Heijden, K., Mesman, J., Goozen, S., & Swaab, H. (2016). Prenatal Reflective Functioning and Accumulated Risk as Predictors of Maternal Interactive Behavior During Free Play, the Still-Face Paradigm, and Two Teaching Task. Infancy, 103, 1-19.
Stifter, C., & Grant, W. (1993). Infant Responses to Frustration: Individual Differences in the Expression of Negative Affect. Journal of Nonverbal Behavior, 17(3), 187- 204. https://doi.org/10.1007/BF00986119
Andraca, I. D., Pino, P., La Parra, A. D., Rivera, F., & Castillo, M. (1998). Risk factors for psychomotor development among infants born under optimal biological conditions. Revista de Saude Publica, 32(2), 138-147.
Andrés, M. L. (2014). Efecto mediador de las estrategias cognitivas de regulación emocional en la relación entre los rasgos de personalidad y la ansiedad, depresión y felicidad en niños de 9 a 12 años de edad [tesis de doctorado, Universidad Nacional de Mar del Plata]. Repositorio RPsico. http://rpsico.mdp.edu.ar/ handle/123456789/538
Ato, E., González, C., & Carranza, J. (2004). Aspectos evolutivos de la autorregulación emocional en la infancia. Anales de Psicología, 20(1), 69-79.
Ato, M., López-García, J. J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en Psicología. Anales de Psicología, 29(3), 1695-2294. http://dx.doi.org/10.6018/analesps.29.3.178511
Barch, D. M., Harms, M. P., Tillman, R., Hawkey, E., & Luby, J. L. (2019). Early Childhood Depression, Emotion Regulation, Episodic Memory, and Hippocampal Development. Journal of Abnormal Psychology, 128(1), 81-95. https://doi.org/10.1037/abn0000392
Bennett, D., Bendersky, M., & Lewis, M. (2005). Antecedents of emotion knowledge: Predictors or Individual Differences in Young Children. Cognition and Emotion, 19(3), 375-396. https://doi.org/10.1080/02699930441000201
Bradley, R., & Corwyn, R. (2002). Socioeconomic Status and Child Development. Annual Review of Psychology, 53, 371-399. https://doi.org/10.1146/annurev.psych.53.100901.135233
Brandes-Aitken, A., Braren, S., Swingler, M., Voegtline, K., & Blair, C. (2019). Sustained Attention in Infancy: A Foundation for the Development of Multiple Aspects of Self-Regulation for Children in Poverty. Journal of Experimental Child Psychology, 184, 192-209. https://doi.org/10.1016/j.jecp.2019.04.006
Braungart, J. M., & Stifter, C. A. (1996). Infants’ Responses to Frustrating Situations: Continuity and Change in Reactivity and Regulation. Child Development, 67(4), 1767-1779. https://doi.org/10.2307/1131730
Brophy, H., Stansbury, B., & Horodynsky, M. (2012). Modeling Maternal Emotion-Related Socialization Behavior in a Low-Income Sample: Relations with Toddler’s Self-Regulation. Early Childhood Research Quarterly, 27(3), 352-364.
Brugué, Q., Gomà, R., & Subirats, J. (2018). De la pobreza a la exclusión social. Nuevos retos para las políticas públicas. Revista Internacional de Sociología, 60(33), 7-45. https://doi.org/10.3989/ris.2002.i33.728
Calkins, S., Dedmon, S., Gill, K., Lomax, L., & Johnson, L. (2002). Frustration in Infancy: Implications for Emotion Regulation, Physiological Processes, and Temperament. Infancy, 3(2), 175-197. https://doi.org/10.1207/S15327078IN0302_4
Cimino, S., Cerniglia, L., Porreca, A., Simonelli, A., Ronconi, L., & Ballarotto, G. (2016). Mothers and Fathers with Binge Eating Disorder and their 18-36 Months Old Children: A Longitudinal Study on Parent-Infant Interactions and Offspring’s Emotional-Behavioral Profiles. Frontiers in Psychology, 7, 580. https://doi.org/10.3389/fpsyg.2016.00580
Elgier, A. M., Galvagno, L. G., Clerici, G., Tortello, C., & Azzolini, S. C. (2017). Seguimiento del gesto de señalar y de la mirada en estadios tempranos del desarrollo. Apuntes de Ciencia & Sociedad, 7(1), 11-20. https://doi.org/10.18259/acs.2017003
Farah, M., Shera, D., Savage J., Betancourt, L., Giannetta, J., Brodsky, N., Malmud, E., & Hurt, H. (2006). Childhood Poverty: Specific Associations with Neurocognitive Development. Brain Research, 1110, 166-174.
Fox, N. A., & Calkins, S. D. (2003). The development of self-control of emotion: Intrinsic and extrinsic influences. Motivation and Emotion, 27(1), 7-26.
Gago, L. G., De Grandis, M. C., Clerici, G. D., Mustaca, A. E., Miller, S. E., & Elgier, A. M. (2019). Regulation during the Second Year: Executive Function and Emotion Regulation Links to Joint Attention, Temperament and Social Vulnerability in a Latin American Sample. Frontiers in Psychology, 10, 1473.
Gago, L. G., De Grandis, M. C., Jaume, L. C., & Elgier, A. M. (2020). Home Environment and its Contribution to Early Childhood Regulatory Capabilities. Early Child Development and Care. https://doi.org/10.1080/03004430.2020.1796655
Garner, P., & Waajid, B. (2008). The associations of emotion knowledge and teacher-child relationships to preschool children’s school-related developmental competence. Journal of Applied Developmental Psychology, 29(2), 89-100. https://doi.org/10.1016/j.appdev.2007.12.001
Garner, P., & Waajid, B. (2012). Emotion Knowledge and Self-Regulation as Predictor of Preschoolers’ Cognitive Ability, Classroom Behavior, and Social Competence. Journal of Psychoeducational Assessment, 30(4), 330- 343. https://doi.org/10.1177/0734282912449441
Gutiérrez, J., Celedón, V., Martínez, B., Rojas, F., Carmona, B., & Farkas, C. (2018). Diferencias en temperamentovsegún nivel socioeconómico en niños chilenos de 12 y 30 meses. Acta de Investigación Psicológica, 8(2), 42-58. https://doi.org/10.22201/fpsi.20074719e.2018.2.04
Hernández, M., Elgier, A. M., Gago, L. G., & Mustaca, A. E. (2019). Emociones y frustración en bebés: el temperamento y la vulnerabilidad social como factores moduladores. Revista Subjetividad y Procesos Cognitivos, 23(2), 115-139. Instituto Nacional de Estadística y Censos - INDEC. (2001). Incidencia de la pobreza en los aglomerados urbanos [boletín N.° 5]. INDEC.
Kamenetzky, G. V., Cuenya, L., Elgier, A. M., López Seal, F., Fosacheca, S., Martin, L., & Mustaca, A. E. (2009). Respuestas de frustración en humanos. Terapia Psicológica, 27(2), 191-201. http://dx.doi.org/10.4067/S0718-48082009000200005
Kennedy, K., & Rubin, K. (2010). Gender and Parent’s Reaction to Children’s Emotion during the Preschool Years. New Directions for Child and Adolescent Development, 128, 51-64. https://doi.org/10.1002/cd.268
Kia-Keating, M., Nylund-Gibson, K., Kia-Keating, B. M., Schock, C., & Grimm, R. P. (2018). Longitudinal Patterns of Self-Regulation among Ethnic Minority Children Facing Poverty. Journal of Child and Family Studies, 27(2), 398-411. https://doi.org/10.1007/s10826-017-0883-5
Kobre, K. R., & Lipsitt, L. P. (1972). A Negative Contrast Effect in Newborns. Journal of Experimental Child Psychology, 14(1), 81-91. https://doi.org/10.1016/0022-0965(72)90033-1
Kochanska, G., Murray, K. T., & Harlan, E. T. (2000). Effortful Control in Early Childhood: Continuity and Change, Antecedents, and Implications for Social Development. Developmental Psychology, 36(2), 220-232. https://doi.org/10.1037/0012-1649.36.2.220
Lipina, S. J., & Colombo, J. A. (2009). Poverty and brain development during childhood: An approach from cognitive psychology and neuroscience. American Psychological Association.
Lipina, S. J., Martelli, M. I., Vuelta, B. L., Injoque-Ricle, I., & Augusto, J. (2004). Pobreza y desempeño ejecutivo en alumnos preescolares de la ciudad de Buenos Aires (República Argentina). Interdisciplinaria, 21(2), 153-193.
Mast, V. K., Fagen, J. W., Rovee-Collier, C. K., & Sullivan, M. W. (1980). Immediate and Long-Term Memory for Reinforcement Context: The Development of Learned Expectancies in Early Infancy. Child Development, 51,700-707. https://doi.org/10.2307/1129455
Mazzoni, C., Stelzer, F., Cervigni, M., & Martino, P. (2014). Impacto de la pobreza en el desarrollo cognitivo. Un análisis teórico de dos factores mediadores. Liberabit, 20(1), 93-100.
Meléndez, L. M., & Solano, V. S. (2017). La desnutrición y el estrés van a la escuela: pobreza infantil y neurodesarrollo en América Latina. Innovaciones Educativas, 19(27), 55-70.
Mira, A., & Vera, L. (2017). Control esforzado: Componente regulatorio del temperamento y sus implicancias en el desarrollo socioemocional de los niños. Revista Chilena de Neuropsicología, 12(1), 24-28.
Mustaca, A. (2013). «Siento un dolor en el alma»: ¿metáfora o realidad? Revista Argentina de Ciencia del Comportamiento, 5(2), 47-60.
Mustaca, A. (2018). Frustración y conductas sociales. Avances en Psicología Latinoamericana, 36(1), 65-81. https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.4643
Nelson, M. B., O’Neil, S. H., Wisnowski, J. L., Hart, D., Sawardekar, S., Rauh, V., Perera, F., Andrews, H. F., Hoepner, L. A., Garcia, W., Algermissen, M., Bansal, R., & Peterson, B. S. (2019). Maturation of Brain Microstructure and Metabolism Associates with Increased Capacity for Self-Regulation During the Transition from Childhood to Adolescence. Journal of Neuroscience, 39(42), 8362-8375. https://doi.org/10.1523/JNEUROSCI.2422-18.2019
Papini, M. R., & Pellegrini, S. (2006). Scaling relative incentive value in consummatory behavior. Learning and Motivation, 37(4), 357-378.
Pellegrini, S., Muzio, R., Mustaca, A., & Papini, M. (2004). Successive Negative Contrast After Partial Reinforcement in the Consummatory Behavior of Rats Learning and Motivation. Learning and Motivation, 35(4), 303-321. https://doi.org/10.1016/j.lmot.2004.04.001
Pesonen, A. K., Räikkönen, K., Heinonen, K., Järvenpää, A. L., & Strandberg, T. E. (2006). Depressive Vulnerability in Parents and Their 5-Year-Old Child’s Temperament: A Family System Perspective. Journal of Family Psychology, 20(4), 648- 655. https://doi.org/10.1037/0893-3200.20.4.648
Posner, M. I., & Rothbart, M. K. (2018). Temperament and Brain Networks of Attention. Philosophical Transactions of the Royal Society B: Biological Sciences, 373(1744), 20170254. https://doi.org/10.1098/rstb.2017.0254
Prats, L. M., Fracchia, C. S., Segretin, S. M., Hermida, M. J., Colombo, J. A., & Lipina, S. J. (2012). Predictores socioambientales e individuales del desempeño en una tarea atencional con demandas de alerta, orientación y control en niños de edad preescolar. Revista Argentina de Ciencias del Comportamiento, 4(2), 19-31.
Putnam, S. P., & Rothbart, M. K. (2006). Development of short and very short forms of the Children’s Behavior Questionnaire. Journal of Personality Assessment, 87(1), 102-112.
Putnam, S. P., Helbig, A. L., Gartstein, M. A., Rothbart, M. K., & Leerkes, E. (2014). Development and Assessment of Short and Very Short Forms of the Infant Behavior Questionnaire-Revised. Journal of Personality Assessment, 96(4), 445-458. https://doi.org/10.1080/00223891.2013.841171
Reyna, C., & Brussino, S. (2015). Diferencias de edad y género en comportamiento social, temperamento y regulación emocional en niños argentinos. Acta Colombiana de Psicología, 18(2), 51-64. http://www.dx.doi.org/10.14718/ACP.2015.18.2.5 Rothbart, M. K. (2011). Becoming who we are: Temperament and Personality in Development. Guilford Press.
Rothbart, M. K., & Rueda, M. R. (2005). The Development of Effortful Control. En U. Mayr, E. Awh, & S. Keele (Eds.), Developing Individuality in the Human Brain: Tribute to Michael I. Posner (pp. 167-188). American Psychological Association. https://doi.org/10.1037/11108-009
Rothbart, M. K., Ahadi, S. A., & Evans, D. E. (2000). Temperament and Personality: Origins and Outcomes. Journal of Personality and Social Psychology, 78(1), 122-135. https://doi.org/10.1037/0022-3514.78.1.122
Rothbart, M., & Gartstein, M. (2003). Studying Infant Temperament Via the Revised Infant Behavior Questionnaire. Infant Behavior & Development, 26(1), 64-86. https://doi.org/10.1016/S0163-6383(02)00169-8
Rothbart, M. K., & Posner, M. I. (2005). Genes and Experience in the Development of Executive Attention and Effortful Control. New Directions for Child and Adolescent Development, 109, 101-108. https://doi.org/10.1002/cd.142
Rubilar, J. V., Lemos, V., & Richaud, M. C. (2017). Programa de fortalecimiento parental en contextos de vulnerabilidad social: Una propuesta desde el ámbito escolar. Interdisciplinaria, 34(1), 157-172.
Smaling, H., Huijbregts, S., Suurland, J., Heijden, K., Mesman, J., Goozen, S., & Swaab, H. (2016). Prenatal Reflective Functioning and Accumulated Risk as Predictors of Maternal Interactive Behavior During Free Play, the Still-Face Paradigm, and Two Teaching Task. Infancy, 103, 1-19.
Stifter, C., & Grant, W. (1993). Infant Responses to Frustration: Individual Differences in the Expression of Negative Affect. Journal of Nonverbal Behavior, 17(3), 187- 204. https://doi.org/10.1007/BF00986119
Published
2021-06-12
Issue
Section
Research articles
License
Copyright: In the event that the manuscript is approved for future publication, the authors retain the copyright and assign to the journal the rights to publish, edit, reproduce, distribute, exhibit, and communicate nationally and internationally in the various databases, repositories and portals.
Self-archiving policy: The author can share, disseminate, and publicize his research published by the media (e.g., academic social networks, repositories, and portals) available on the web. During the editorial review process, the journal will provide the author with the previous versions (post-print) which should NOT be disclosed by any media, only for personal use and for final approval. Liberabit will send the author the final version of the article (published version) in PDF and HTML to be shared, disseminated and disclosed by the media available on the web. After the publication of the articles, the authors can make other independent or additional agreements for the non-exclusive dissemination of the version of the article published in this journal (publication in books or institutional repositories), provided that it is indicated with the respective reference that the work has been published for the first time in this journal.
How to Cite
Frustration, temperament and social vulnerability in babies: a comparative study. (2021). LIBERABIT. Revista Peruana De Psicología, 27(1), e403. https://doi.org/10.24265/liberabit.2021.v27n1.06
