Lecture on April 5th: Self-regulation

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University of Massachusetts Amherst
Psychology & Brain Sciences
Lori Astheimer Best

Developmental Psychology, Lecture on April 5th Self-regulation Goodness of Fit: (Thomas & Chess, 1977) The degree to which an individual's temperament is compatible with the demands and expectations of his/her social environment.  Match between temperament, learning styles and the environment.  Adaptive or maladatpvie outcomes do not depend on temperament alone o interaction between child and environment is key. Good fit - positive development. Poor fit - negative self-development. Possible for fluctuations over time,  grounded in caregiver-child interactions early on, later relationships, contexts etc. can further influence outcomes. Parental modulation: Parents can shape their child's temperamental reactivity and influence interactions with the environment.  what would be 'good' parenting for a difficult baby/child?  what is 'good' parenting for a slow-to-warm up or inhibited baby/child? Parental sensitivity to child's temperament and interests have been linked to later aspects of self-regulation. Example:  maternal autonomy support: following the child's lead in exploring their environment.  more autonomy support in toddlerhood --> EF in preschool. Self-regulation: Capacity to monitor, direct and flexibly adapt one's behaviors and activities to achieve certain goals or meet t
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