Self-regulation is defined by multiple interrelated processes associated with activity in emotion, attention, and stress response systems. This talk highlighted the ways in which executive functions serve not only a top-down role in regulating activity in these systems but also the ways in which activity in these systems affects executive cognitive abilities. Implications of this bidirectional multilevel model for executive function development and for programs designed to promote self-regulation and foster early school achievement were considered.
Blair Presentation Slides (PDF - 294 KB)
Dr. Clancy Blair is a Professor in the Department of Applied Psychology at New York University. He received his undergraduate degree from McGill University and graduate degrees in developmental psychology and public health from the University of Alabama at Birmingham. He is known primarily for research on school readiness and self-regulation in which he focuses on executive functions in early childhood and the ways in which stress in children’s lives can promote or impede the development of executive functions. He is currently conducting longitudinal studies designed to identify early influences on executive function development and to determine the effect of innovative preschool curricula on self-regulation and early academic achievement.
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