Physiological Reactivity, Social Support, and Memory in Early Childhood

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dc.contributor.authorQuas, J. A., Bauer, A., & Boyce, W. T.
dc.date.accessioned2021-05-26T17:49:54Z
dc.date.available2021-05-26T17:49:54Z
dc.date.issued2004
dc.description.abstractThe interactive effects of physiological reactivity and social support on children's memory were examined. Four- to 6-year-olds completed a laboratory protocol during which autonomic responses and salivary cortisol were measured. Memory was assessed shortly afterward and 2 weeks later. During the second interview, children were questioned by a supportive or nonsupportive interviewer. Few significant relations emerged between reactivity and children's short-term memory. Following a 2-week delay, cortisol reactivity was associated with poorer memory and autonomic reactivity was associated with increased accuracy among children questioned in a supportive manner but decreased accuracy among children questioned in a nonsupportive manner. Results question traditional conceptualizations of reactivity as a risk factor and instead suggest that reactivity may only confer risk in certain environmental contexts.en_US
dc.identifier.citationQuas, J. A., Bauer, A., & Boyce, W. T. (2004). Physiological reactivity, social support, and memory in early childhood. Child development, 75(3), 797-814.en_US
dc.identifier.urihttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC2913687/
dc.identifier.urihttp://hdl.handle.net/11212/5103
dc.language.isoen_USen_US
dc.publisherChild Developmenten_US
dc.subjectchildren's memoryen_US
dc.subjectresearchen_US
dc.subjectchild developmenten_US
dc.subjectstress responseen_US
dc.titlePhysiological Reactivity, Social Support, and Memory in Early Childhooden_US
dc.typeArticleen_US

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