情绪调节,调节对环境刺激的情绪反应的能力,在生命的最初几年发展,在人格发展中起着重要作用,社会能力,和行为。大量文献表明情绪调节与心脏生理学之间存在关系;特别是,对积极或消极情绪刺激的心率变化。
本系统综述和荟萃分析提供了对研究的深入检查,这些研究测量了从出生到4岁儿童在情绪激发任务期间的生理反应。
这篇综述有三个主要发现。首先,荟萃回归导致基线和任务相关心率(HR)与年龄相关的降低,基线和任务相关呼吸窦性心律失常(RSA)增加.第二,荟萃分析表明,与任务相关的HR增加,RSA和心率变异性(HRV)降低,不管任务的情绪如何。第三,在4岁及以下的儿童中,生理反应与观察到的行为调节之间的关联并不一致。该综述还提供了用于测量对情绪激发任务的生理反应的各种方法的摘要,包括使用的传感器数量和位置,使用了各种基线和情绪激发任务,提取RSA的方法,以及每项研究的损失百分比和损失原因。
表征典型发育儿童的生理反应性对于理解情绪调节在典型和非典型发育中的作用很重要。
Emotion regulation, the ability to regulate emotional responses to environmental stimuli, develops in the first years of life and plays an important role in the development of personality, social competence, and behavior. Substantial literature suggests a relationship between emotion regulation and cardiac physiology; specifically, heart rate changes in response to positive or negative emotion-eliciting stimuli.
This systematic
review and meta-analysis provide an in-depth examination of research that has measured physiological responding during emotional-evoking tasks in children from birth to 4 years of age.
The
review had three main findings. First, meta-regressions resulted in an age-related decrease in baseline and task-related heart rate (HR) and increases in baseline and task-related respiratory sinus arrhythmia (RSA). Second, meta-analyses suggest task-related increases in HR and decreases in RSA and heart rate variability (HRV), regardless of emotional valence of the task. Third, associations between physiological responding and observed behavioral regulation are not consistently present in children aged 4 and younger. The
review also provides a summary of the various methodology used to measure physiological reactions to emotional-evoking tasks, including number of sensors used and placement, various baseline and emotional-evoking tasks used, methods for extracting RSA, as well as percentage of loss and reasons for loss for each study.
Characterizing the physiological reactivity of typically developing children is important to understanding the role emotional regulation plays in typical and atypical development.