Quas, J. A., Bauer, A., & Boyce, W. T.2021-05-262021-05-262004Quas, J. A., Bauer, A., & Boyce, W. T. (2004). Physiological reactivity, social support, and memory in early childhood. Child development, 75(3), 797-814.https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2913687/http://hdl.handle.net/11212/5103The 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-USchildren's memoryresearchchild developmentstress responseArticle