Remember Me
Or use your Academic/Social account:


Or use your Academic/Social account:


You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.


Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message


Verify Password:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Suurland, J.; Van der Heijden, K. B.; Huijbregts, S.; Smaling, H.; De Sonneville, L. M. J.; Van Goozen, Stephanie Helena Maria; Swaab, H. (2016)
Publisher: Wiley-Blackwell
Languages: English
Types: Article
Subjects: BF
Inhibitory control (IC) and negative emotionality (NE) are both linked to aggressive behavior, but their interplay has not yet been clarified. This study examines different NE × IC interaction models in relation to aggressive behavior in 855 preschoolers (aged 2–5 years) using parental questionnaires. Hierarchical regression analyses revealed that NE and IC predict aggression both directly and interactively. The highest aggression levels were reported in children with high NE and low IC. Interestingly, the protective effect of IC for aggressive behavior increases with rising levels of NE. Analyses focusing on physical aggression revealed a significant NE × IC interaction in boys aged 4-5 years only. These findings shed new light on potential compensatory mechanisms for aggressive behavior in developing children
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Achenbach, T. M., & Rescorla, L. A. (2000). Manual for the ASEBA preschool forms and profiles. Burlington: University of Vermont, Research Center for Children, Youth, and Families.
    • Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Newbury Park, CA: Sage Publications, Ltd.
    • Alink, L. R. A., Mesman, J., van Zeijl, J., Stolk, M. N., Juffer, F., Koot, H. M., . . . Van IJzendoorn, M. H. (2006). The early childhood aggression curve: Development of physical aggression in 10-to 50-month-old children. Child Development, 77, 954-966. doi: 10.1111/j.1467-8624.2006.00912.x
    • Bates, J. E. (1990). Conceptual and empirical linkages between temperament and behavior problems: A commentary Merrill-Palmer Quarterly-Journal of Developmental Psychology, 36, 193-199.
    • Beer, J. S., Heerey, E. A., Keltner, D., Scabini, D., & Knight, R. T. (2003). The regulatory function of self-conscious emotion: Insights from patients with orbitofrontal damage. Journal of Personality and Social Psychology, 85, 594-604. doi: 10.1037/0022- 3514.85.4.594
    • Belsky, J., Friedman, S. L., & Hsieh, K. H. (2001). Testing a core emotion-regulation prediction: Does early attentional persistence moderate the effect of infant negative emotionality on later development? Child Development, 72, 123-133. doi: 10.1111/1467-8624.00269
    • Blair, C., & Diamond, A. (2008). Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Development and Psychopathology, 20, 899-911. doi: 10.1017/s0954579408000436
    • Brocki, K. C., Nyberg, L., Thorell, L. B., & Bohlin, G. (2007). Early concurrent and longitudinal symptoms of ADHD and ODD: Relations to different types of inhibitory control and working memory. Journal of Child Psychology and Psychiatry, 48, 1033- 1041. doi: 10.1111/j.1469-7610.2007.01811.x
    • Calkins, S. D., & Fox, N. A. (2002). Self-regulatory processes in early personality development: A multilevel approach to the study of childhood social withdrawal and aggression. Development and Psychopathology, 14, 477-498. doi: 10.1017/s0954579402003057
    • Campbell, S. B., Spieker, S., Burchinal, M., Poe, M. D., NICHD, & Network, E. C. C. R. (2006). Trajectories of aggression from toddlerhood to age 9 predict academic and social functioning through age 12. Journal of Child Psychology and Psychiatry, 47, 791-800. doi: 10.1111/j.1469-7610.2006.01636.x
    • Carlson, S. M., & Wang, T. S. (2007). Inhibitory control and emotion regulation in preschool children. Cognitive Development, 22, 489-510. doi: 10.1016/j.cogdev.2007.08.002
    • Dane, A. V., & Marini, Z. A. (2014). Overt and relational forms of reactive aggression in adolescents: Relations with temperamental reactivity and self-regulation. Personality and Individual Differences, 60, 60-66. doi: 10.1016/j.paid.2013.12.021
    • De Sonneville, L. M. J. (1999). The Amsterdam Neuropsychological Task: A computer aided assessment program. In B. P. L. M. Den Brinker, P. J. Beck, A. N. Brand, S. J. Maarsse, & L. J. M. Mulder (Eds.), Computers in psychology: Vol. 6. Cognitive ergonomics, clinical assessment and computer assisted learning (pp. 187-203). Lisse, The Netherlands: Zwets Zeitlinger.
    • Diamond, A., Carlson, S. M., & Beck, D. M. (2005). Preschool children's performance in task switching on the dimensional change card sort task: Separating the dimensions aids the ability to switch. Developmental Neuropsychology, 28, 689-729. doi: 10.1207/s15326942dn2802_7
    • Diener, M. L., & Mangelsdorf, S. C. (1999). Behavioral strategies for emotion regulation in toddlers: Associations with maternal involvement and emotional expressions. Infant Behavior & Development, 22, 569-583. doi: 10.1016/s0163-6383(00)00012-6
    • Durbin, C. E., Hayden, E. P., Klein, D. N., & Olino, T. M. (2007). Stability of laboratoryassessed temperamental emotionality traits from ages 3 to 7. Emotion, 7, 388-399. doi: 10.1037/1528-3542.7.2.388
    • Eisenberg, N., Cumberland, A., Spinrad, T. L., Fabes, R. A., Shepard, S. A., Reiser, M., . . . Guthrie, I. K. (2001). The relations of regulation and emotionality to children's externalizing and internalizing problem behavior. Child Development, 72, 1112-1134. doi: 10.1111/1467-8624.00337
    • Eisenberg, N., Valiente, C., Spinrad, T. L., Cumberland, A., Liew, J., Reiser, M., . . . Losoya, S. H. (2009). Longitudinal relations of children's effortful control, impulsivity, and negative emotionality to their externalizing, internalizing, and co-occurring behavior problems. Developmental Psychology, 45, 988-1008. doi: 10.1037/a0016213
    • Garon, N., Bryson, S. E., & Smith, I. M. (2008). Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin, 134, 31-60. doi: 10.1037/0033-2909.134.1.31
    • Gartstein, M. A., Putnam, S. P., & Rothbart, M. K. (2012). Etiology of preschool behavior problems: Contributions of temperament attributes in early childhood Infant Mental Health Journal, 33, 197-211. doi: 10.1002/imhj.21312
    • Gioia, G. A., Espy, K. A., & Isquith, P. K. (2005). The Behavior Rating Inventory of Executive Function-Preschool version (BRIEF-P). Odessa, FL: Pscyhological Assessment Resources.
    • McManis, M. H., Kagan, J., Snidman, N. C., & Woodward, S. A. (2002). EEG asymmetry, power, and temperament in children. Developmental Psychobiology, 41, 169-177. doi: 10.1002/dev.10053
    • Montag, C., Fiebach, C. J., Kirsch, P., & Reuter, M. (2011). Interaction of 5-HTTLPR and a variation on the oxytocin receptor gene influences negative emotionality. Biological Psychiatry, 69, 601-603. doi: 10.1016/j.biopsych.2010.10.026
    • Muris, P., Meesters, C., & Blijlevens, P. (2007). Self-reported reactive and regulative temperament in early adolescence: Relations to internalizing and externalizing problem behavior and "Big Three" personality factors. Journal of Adolescence, 30, 1035-1049. doi: 10.1016/j.adolescence.2007.03.003
    • Muris, P., & Ollendick, T. H. (2005). The role of temperament in the etiology of child psychopathology. Clinical Child and Family Psychology Review, 8, 271-289. doi: 10.1007/s10567-005-8809-y
    • Murphy, B. C., Eisenberg, N., Fabes, R. A., Shepard, S., & Guthrie, I. K. (1999). Consistency and change in children's emotionality and regulation: A longitudinal study. MerrillPalmer Quarterly-Journal of Developmental Psychology, 45, 413-444.
    • Murray-Close, D., & Ostrov, J. M. (2009). A Longitudinal Study of Forms and Functions of Aggressive Behavior in Early Childhood. Child Development, 80, 828-842. doi: 10.1111/j.1467-8624.2009.01300.x
    • NICHD Early Childhood Research Network (2004). Trajectories of physical aggression from toddlerhood to middle childhood: predictors, correlates, and outcomes. Monographs of the Society for Research in Child Development, 69, vii, 1-129. doi: 10.1111/j.0037- 976X.2004.00312.x
    • Nigg, J. T. (2006). Temperament and developmental psychopathology. Journal of Child Psychology and Psychiatry, 47, 395-422. doi: 10.1111/j.1469-7610.2006.01612.x
    • Ochsner, K. N., Ray, R. D., Cooper, J. C., Robertson, E. R., Chopra, S., Gabrieli, J. D. E., & Gross, J. J. (2004). For better or for worse: Neural systems supporting the cognitive down- and up-regulation of negative emotion. Neuroimage, 23, 483-499. doi: 10.1016/j.neuroimage.2004.06.030
    • Oldehinkel, A. J., Hartman, C. A., De Winter, A. F., Veenstra, R., & Ormel, J. (2004). Temperament profiles associated with internalizing and externalizing problems in preadolescence. Development and Psychopathology, 16, 421-440. doi: 10.1017/s0954579404044591
    • Olson, S. L., Sameroff, A., Kerr, D. C. R., Lopez, N. L., & Wellman, H. M. (2005). Developmental foundations of externalizing problems in young children: The role of effortful control. Development and Psychopathology, 17, 25-45. doi: 10.1017/s0954579405050029
    • Ostrov, J. M., & Keating, C. F. (2004). Gender differences in preschool aggression during free play and structured interactions: An observational study. Social Development, 13, 255-277. doi: 10.1111/j.1467-9507.2004.000266.x
    • Perlman, S. B., & Pelphrey, K. A. (2010). Regulatory brain development: Balancing emotion and cognition. Social Neuroscience, 5, 533-542. doi: 10.1080/17470911003683219
    • Posner, M. I., & Rothbart, M. K. (2000). Developing mechanisms of self-regulation. Development and Psychopathology, 12, 427-441. doi: 10.1017/s0954579400003096
    • Posner, M. I., & Rothbart, M. K. (2007). Research on attention networks as a model for the integration of psychological science. Annual Review of Psychology, 58, 1-23. doi: 10.1146/annurev.psych.58.110405.085516
    • Prior, M. (1992). Childhood temperament. Journal of Child Psychology and Psychiatry and Allied Disciplines, 33, 249-279. doi: 10.1111/j.1469-7610.1992.tb00863.x
    • Putnam, S. P., Gartstein, M. A., & Rothbart, M. K. (2006). Measurement of fine-grained aspects of toddler temperament: The early childhood behavior questionnaire. Infant Behavior & Development, 29, 386-401. doi: 10.1016/j.infbeh.2006.01.004
    • 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, 102-112. doi: 10.1207/s15327752jpa8701_09
    • Raaijmakers, M. A. J., Smidts, D. P., Sergeant, J. A., Maassen, G. H., Posthumus, J. A., van Engeland, H., & Matthys, W. (2008). Executive functions in preschool children with aggressive behavior: Impairments in inhibitory control. Journal of Abnormal Child Psychology, 36, 1097-1107. doi: 10.1007/s10802-008-9235-7
    • Robinson, J. L., & Acevedo, M. C. (2001). Infant reactivity and reliance on mother during emotion challenges: Prediction of cognition and language skills in a low-income sample. Child Development, 72, 402-415. doi: 10.1111/1467-8624.00286
    • Rothbart, M. K., & Bates, J. E. (2006). Temperament. In W. Damon & N. Eisenberg (Eds.), Developmental psychopathology: Vol. 3. Social, emotional, and personality development (6th ed.) (pp. 105-176). New York: Wiley.
    • Sanson, A., Prior, M., & Kyrios, M. (1990). Contamination of measures in temperament research Merrill-Palmer Quarterly-Journal of Developmental Psychology, 36, 179- 192.
    • Sherman, E. M. S., & Brooks, B. L. (2010). Behavior Rating Inventory of Executive Function - Preschool Version (BRIEF-P): Test review and clinical guidelines for use. Child Neuropsychology, 16, 503-519. doi: 10.1080/09297041003679344
    • Slaats-Willemse, D., Swaab-Barneveld, H., de Sonneville, L., van der Meulen, E., & Buitelaar, J. (2003). Deficient response inhibition as a cognitive endophenotype of ADHD. Journal of the American Academy of Child and Adolescent Psychiatry, 42, 1242-1248. doi: 10.1097/01.chi.0000081825.25107.f2
    • Sterzer, P., & Stadler, C. (2009). Neuroimaging of aggressive and violent behaviour in children and adolescents. Frontiers in Behavioral Neuroscience, 3. doi: 10.3389/neuro.08.035.2009
    • Tremblay, R. E., Masse, B., Perron, D., Leblanc, M., Schwartzman, A. E., & Ledingham, J. E. (1992). Early disruptive behavior, poor school achievement, delinquent behavior, and delinquent personality: Longitudinal analyses. Journal of Consulting and Clinical Psychology, 60, 64-72. doi: 10.1037//0022-006x.60.1.64
    • Utendale, W. T., & Hastings, P. D. (2011). Developmental changes in the relations between inhibitory control and externalizing problems during early childhood. Infant and Child Development, 20, 181-193. doi: 10.1002/icd.691
    • Valiente, C., Eisenberg, N., Smith, C. L., Reiser, M., Fabes, R. A., Losoya, S., . . . Murphy, B. C. (2003). The relations of effortful control and reactive control to children's externalizing problems: A longitudinal assessment. Journal of Personality, 71, 1171- 1196. doi: 10.1111/1467-6494.7106011
    • Van der Heijden, K. B., Suurland, J., De Sonneville, L. M. J., & Swaab, H. (2013). BRIEF-P Vragenlijst Executieve Fucties bij peuters. Amsterdam: Hogrefe.
    • Zhou, Q., Chen, S. H., & Main, A. (2012). Commonalities and differences in the research on children's effortful control and executive function: A call for an integrated model of self-regulation. Child Development Perspectives, 6, 112-121. doi: 10.1111/j.1750- 8606.2011.00176.x
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article