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Stress reactivity of six-year-old children involved in challenging tasks

机译:六岁儿童参与艰巨任务的应激反应

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The aim of this study was to investigate whether the preschool activities challenge the stress regulative system in children. We used a multi-system approach to evaluate the underlying processes of stress responses and measured both cortisol and α-amylase responses after emotionally and cognitively challenging tasks followed by a recovery session. We anticipated that challenging tasks would increase both cortisol and α-amylase levels above the baseline. We further expected that recovery sessions would decrease both levels towards the baseline. In addition, we expected the symmetry of α-amylase and cortisol reactivity to be related to the ability to orientate towards cognitive demands. The study involved a total of 91 children (42 girls, 49 boys; six-year-olds). Baseline saliva samples were collected during a single day in October 2008. Reactivity saliva samples were collected during one morning in February 2009. During that day, the children first watched a movie with an experimenter who was unfamiliar to the children. After the movie, the children went to another room where the experimenter conducted all the cognitive tasks. These tasks were followed by a recovery session. The baseline cortisol levels indicated an average established function of the HPA (hypothalamic-pituitary-adrenocortical) system in the study children. Contrary to our hypothesis, only 19% of the study children showed the expected pattern of stress reactivity for both cortisol and α-amylase, with an average increase in cortisol and α-amylase levels following the challenging tasks. Unexpectedly, cortisol and α-amylase levels increased significantly in the singing recovery session. The surprising finding that singing seemed to be the only stimulating activity during the entire experimental situation raises questions about preschool practices.View full textDownload full textKeywordspreschool, stress reactivity, cortisol, α-amylase, challenging tasks, recoveryRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/03004430.2010.549941
机译:这项研究的目的是调查学前活动是否挑战了儿童的压力调节系统。我们使用了一种多系统方法来评估压力反应的潜在过程,并测量情绪和认知挑战性任务后的恢复会话后的皮质醇和α-淀粉酶反应。我们预计,具有挑战性的任务将使皮质醇和α-淀粉酶水平都高于基线。我们进一步预计,恢复会议将把这两个水平降低到基准水平。此外,我们期望α-淀粉酶和皮质醇反应性的对称性与朝向认知需求的能力有关。该研究共涉及91名儿童(42名女孩,49名男孩; 6岁)。在2008年10月的一天中收集了基线唾液样本。在2009年2月的一个早晨期间收集了反应性唾液样本。在那一天,孩子们首先与一个对孩子不熟悉的实验者一起观看了电影。电影放映后,孩子们转到另一个房间,由实验人员执行所有认知任务。这些任务之后是恢复会话。基线皮质醇水平表明在研究儿童中HPA(下丘脑-垂体-肾上腺皮质激素)系统的平均建立功能。与我们的假设相反,只有19%的研究儿童显示皮质醇和α-淀粉酶的应激反应的预期模式,具有挑战性任务后,皮质醇和α-淀粉酶的水平平均增加。出乎意料的是,在歌唱恢复会议中皮质醇和α-淀粉酶水平显着增加。令人惊奇的发现是唱歌似乎是整个实验过程中唯一的刺激活动,这引发了有关学前习俗的问题。查看全文下载全文关键字学龄前,压力反应性,皮质醇,α-淀粉酶,具有挑战性的任务,恢复相关var addthis_config = {ui_cobrand:“泰勒和弗朗西斯在线”,services_compact:“ citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,更多”,发布号:“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/03004430.2010.549941

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