Early life stress and perceived social isolation influence how children use value information to guide behavior

Bibliographic Data

ID21301335
AuthorsKaren E Smith (0000-0002-6689-7346, University of Wisconsin–Madison , Madison, Wisconsin ,, corresponding author), Seth D Pollak (0000-0001-5184-9846, University of Wisconsin–Madison , Madison, Wisconsin ,)
Year2022
Volume93
Issue3
Pages804-814
Publication date2022-05-01
Open AccessYes
TypeARTICLE
VenueChild Development (JOURNAL)
Journal identifiersISSN: 0009-3920 • E-ISSN: 1467-8624
PublisherOxford University Press (OUP) (PUBLISHER)
DOI10.1111/cdev.13727
PMID34971461
OpenAlexW4205422474
LanguageEN
Citations received2
References cited67

Learning the value of environmental signals and using that information to guide behavior is critical for survival. Stress in childhood may influence these processes, but how it does so is still unclear. This study examined how stressful event exposures and perceived social isolation affect the ability to learn value signals and use that information in 72 children (8–9 years; 29 girls; 65.3% White). Stressful event exposures and perceived social isolation did not influence how children learned value information. But, children with high stressful event exposures and perceived social isolation were worse at using that information. These data suggest alterations in how value information is used, rather than learned, may be one mechanism linking early experiences to later behaviors

Affect (linguistics) · Developmental psychology · Event (particle physics) · Isolation (microbiology) · Social isolation · Value (mathematics) · Child and Adolescent Psychosocial and Emotional Development · Child and Animal Learning Development · Communication · Early Childhood Education and Development · Psychology · Social Psychology

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