The understanding of emotions possesses important implications for elucidating normal as well as abnormal development. The contributions that the emotions have made for enhancing our understanding of psychopathology have been evident throughout history. In this article, an overview of the historical links between the emotions and psychopathology is presented. Despite its rich history, much contemporary theory and research on emotions has been conducted primarily within a nonpathology perspective. In recent decades, investigators have become more interested in examining the role and development of the emotions in atypical populations. It has been argued that the modularity of the emotions system requires a developmental model of emotion regulation.

Emotional reactivity and expressivity in infants have been previously correlated with vagal tone. This study investigated vagal tone of 3- and 6-month-old infants of depressed mothers. Vagal tone did not differ for infants of depressed versus nondepressed mothers at 3 months, but lower vagal tone was noted in infants of depressed versus nondepressed mothers at 6 months. The developmental increase in vagal tone that occurred between 3 and 6 months for infants of nondepressed mothers did not occur for infants of depressed mothers. Correlation analyses suggested that higher vagal tone at 6 months was related to more vocalizations and more optimal neurological scores.

Deferred imitation and object permanence (OP) were tested in 48 young children with Down syndrome (DS), ranging from 20 to 43 months of age. Deferred imitation and high-level OP (invisible displacements) have long been held to be synchronous developments during sensory-motor “Stage 6” (18–24 months of age in unimpaired children). The results of the current study demonstrate deferred imitation in young children with DS, showing they can learn novel behaviors from observation and retain multiple models in memory. This is the first demonstration of deferred imitation in young children with DS. The average OP level passed in this sample was A-not-B, a task passed at 8–12 months of age in normally developing infants. Analyses showed that individual children who failed high-level OP (invisible displacements) could still perform deferred imitation. This indicates that deferred imitation and OP invisible displacements are not synchronous developments in children with DS. This asynchrony is compatible with new data from unimpaired children suggesting that deferred imitation and high-level OP entail separate and distinctive kinds of memory and representation

Salivary cortisol concentrations (10:30–11:30 a.m.) and social behavior (observations and teacher reports) were examined in 33 maltreated (26 boys) and 16 comparison (8 boys) children. The maltreated children were studied for 31 days while they attended a therapeutic preschool for abused and neglected children. Children in the comparison sample were studied while attending a preschool serving economically disadvantaged families. Each child's cortisol values over days were used to compute measures of basal activity (median cortisol) and reactivity (ratio of quartile ranges). Median cortisol was not significantly correlated with social behavior measures. Cortisol reactivity was positively correlated with social competence and negatively correlated with shy/internalizing behavior. Maltreated children exhibited less cortisol reactivity then did comparison children. Maltreated children also scored lower in social competence and higher in shy/internalizing and acting out/externalizing behaviors. In additional analyses, maltreated children failed to show elevations in cortisol on days of high versus low social conflict in the classroom. Social competence was also found to correlate positively with cortisol levels on high-conflict days. In all, the results suggest a reduction in cortisol reactivity in maltreated children related to the impairment in social competence frequently noted among these children.

Persons with autism (n = 28) or Down syndrome (n = 30) took part in a study of the ability to detect intermodal correspondence between facial and vocal/linguistic information for affect. Participants viewed 24 split-screen images of an individual talking and displaying a different affect on each side of the display (happy, sad, angry, surprised, or neutral). The vocal track, matching one affect (i.e., one side of the split-screen) but not the other, was played from a central speaker. Subjects were asked to point to the side matching the vocal track. The vocal track was desynchronized with both sides, so that rhythmic synchrony was greatly reduced and subjects must use affect to make their choices. In the first control condition, rhythmic synchrony information was restored. In a second control condition, inanimate objects and their sounds were presented. In the experimental condition, when verbal mental age and IQ were taken into account, the autism group performed more poorly than did the Down syndrome group in detecting intermodal correspondence of face and voice. When rhythmic synchrony information was available, both groups' performances improved, with the Down syndrome group performing slightly better than the group with autism. There were no group differences in the condition using inanimate objects. Results suggest that persons with autism may have difficulty detecting intermodal correspondence of facial and vocal/linguistic affect.

Despite considerable research demonstrating the adverse consequences of child maltreatment, including a heightened risk for adaptational failures and psychopathology, longitudinal evaluations of processes contributing to negative outcomes have been limited. Problems in peer relations constitute a critical developmental risk for future maladaptation among maltreated children, transferring relationship disturbance from the family to new interpersonal contexts. The linkages of a history of child maltreatment to early deviations in cognitive/affective processes, which subsequently lead to difficulties in peer relations were examined. Specifically, in a sample of 46 maltreated and 43 nonmaltreated low-income children, laboratory assessments of affect understanding and cognitive control functioning were conducted, followed by later peer and teacher assessments of peer relations in the school setting. Maltreated children were shown to evidence early deviations in their understanding of negative affect as well as immaturity in their cognitive controls. Maltreated children also were shown to have lower social effectiveness and higher levels of undercontrolled and aggressive behavior in the school setting. Physically abused children were found to be more rejected by their peers. Cognitive control functioning partially mediated the effect of maltreatment on later social effectiveness. Negative affect understanding mediated both the relation of maltreatment on later dysregulated behavior in the peer setting and the effect of physical abuse on later rejection by peers. The results are discussed in terms of their support for organizational/transactional theory and the implications they have for prevention and intervention.

Previous studies have reported significant associations between measures of the family environment and behavior problems in children. However, because children in these studies were genetically related to their parents, such links may not be caused solely by environmental influences. The goal of this study was to investigate genetic influence on associations between family environment and problem behavior using an adoption design. Participants in the study included 179 adopted and 176 nonadopted children, as well as their parents and teachers, in the Colorado Adoption Project (CAP; Plomin, DeFries, & Fulker, 1988). Mothers and fathers each completed the Family Environment Scale (FES) when their child was 1, 3, and 5 years of age; the child's problem behavior at age 7 was rated by both mothers and teachers using the Child Behavior Checklist (CBCL). Patterns of correlations for nonadopted versus adopted boys indicated that associations between aspects of the family's relationship (conflict, cohesion, expressiveness) and behavior problems in home and school were mediated genetically. For girls, however, these links appeared to be influenced by direct shared environmental effects.

The role of attachment in interaction with other relationships and conditions was investigated in relation to children's later psychosocial development (at ages 6 and 9). Thirty-nine unipolar depressed mothers, 24 bipolar mothers, and 32 normal control mothers and their children were studied. The network of conditions defining early experience included, in addition to attachment, maternal psychopathology, marital discord, other disordered relationships in the family, and recent losses of significant persons. Patterns of mother-child interaction were also examined. Assessments of children's problems were based on psychiatric evaluations of depressive affect, anxiety, and disruptive-oppositional behavior.

The findings support the conclusion that attachment enters into development in interaction with other relationships and conditions. Maternal psychopathology, in particular, in interaction with the attachment relationship, is linked to later developmental outcomes. The importance of considering mother-child interactional and dispositional characteristics is indicated. The early attachment relationship together with the ways in which the mother's depression is expressed with her child, and the child's style of coping with the mother's functioning establish patterns of behavior that influence the child's vulnerability to later problems. Multiple pathways of transmission of affective problems are discussed.

This study examined the longitudinal components of vigilance performance and attentional behaviors across the ages of 4, 7, and 14 years of life as they relate to prenatal alcohol exposure assessed by maternal self-report in midpregnancy for a cohort of 512 children. The vigilance score most salient for prenatal alcohol across this 10-year developmental period was Standard Deviation of Reaction Time (SDRT). Also salient were False Alarms (FA) on the AX task, impulsive errors reflecting difficulty in withholding a response. All 19 of the children with poorest scores on a Vigilance Latent Variable (LV) at 14 years had scored low on a similarly-defined Vigilance LV at age 7 years. Cross-lagged correlations revealed that the 7-year Vigilance LV not only predicted second-grade teacher ratings of attention a year later (r = – .38), but also predicted fourth-fifth-grade teacher ratings of attention (r = – .36). These data reveal considerable consistency across time in the impact of prenatal alcohol on child/adolescent vigilance performance and attention between 4 and 14 years of age.

This study focused on empathic and prosocial orientations in preschool children who vary in externalizing problems. Children were categorized as low, moderate, or high risk for developing disruptive behavior disorders, depending on severity of current behavior problems. Hypothetical and real encounters with others in distress were used to examine children's affect, behavior, autonomic activity, and social cognitions. When children witnessed someone in distress, empathic concern and prosocial behaviors were present at similar levels for all risk groups. However, moderate and high-risk children were less able than low-risk children to remain positively engaged with distress victims. Girls showed more prosocial behavior than boys, and boys showed more anger than girls. During sadness mood inductions to assess autonomic activity, risk groups did not differ on heart rate or vagal tone. Girls showed higher skin conductance than boys, with high-risk girls showing the highest levels. Higher heart rate (and heart rate deceleration) predicted empathic concern and prosocial behavior, whereas lower heart rate was associated with aggression and avoidance, irrespective of risk. Although biological correlates of emotions and behaviors that reflect caring versus indifference to others' distress are identified, they do not support an early direct link to externalizing psychopathologies.

Two observational studies of verbal, high-functioning children and adolescents with autism; nonautistic, behaviorally disordered youngsters of equivalent verbal skills and chronological age; and verbal age-matched normally developing students during integrated summer day camps are reported. In the first study, observations were made of spontaneous peer interaction and play over the course of 2 weeks of day camp. The eight autistic subjects were consistently more likely to not be interacting and less likely to be engaged in any purposeful activity than the 16 other children. During the 2 weeks, time interacting and purposeful activity increased overall. In the second study, the quality of spontaneous peer-directed initiations was observed during free time in similar day camps the following summer. The 11 autistic children and adolescents produced fewer initiations than did the 20 other children and were less likely to smile or coordinate several behaviors with eye contact during an initiation. Autistic subjects were consistently more likely not to receive a response to their initiation than the other groups, although there was no identifiable relationship between the quality of the initiation and the likelihood of it receiving a response.

Peer relationship difficulties and peer rejection are common in youngsters with attention-deficit hyperactivity disorder (ADHD), mandating focus on assessment issues, underlying reasons for peer approval and disapproval, links with comorbid aggression, and the mediating role of sociocognitive mechanisms as well as emotion regulation strategies. With previously unfamiliar ADHD and comparison boys who attended naturalistic summer research programs, we found the following: (a) parent and teacher estimates (but not self-reports) showed moderate correspondence with peer-nominated social preference; (b) ADHD boys were more likely than their comparison peers to accept other ADHD agemates; (c) aggression and noncompliance Predominated as self-reported reasons for rejecting agemates in both ADHD and comparison groups, with Perceived similarity the chief mediator of peer acceptance; (d) the high-aggressive subgroup of ADHD boys showed markedly worse peer sociometric status than did ADHD boys without aggression, for whom social isolation was also a predictor of peer reputation; and (e) self-reported social goals of a sensation-seeking nature and observed emotional reactivity characterized high-aggressive boys with ADHD and predicted end-of-program peer disapproval. We discuss implications for normal developmental processes and for intervention efforts.

It was proposed that the interaction between the constructs of emotion regulation and social interaction would predict social adaptation in preschoolers. Ninety-six 4-year-olds were observed in quartets of unfamiliar same-sex peers. Based on parent temperament ratings and observed free play behaviors, 68 children from the original sample were classified as: low social interaction, good emotion regulators; low social interaction, poor emotion regulators; high social interaction, good emotion regulators; high social interaction, poor emotion regulators; or average. The results indicated that the low social interaction children who were poor regulators displayed more wary and anxious behaviors during free play and other episodes, and were rated as having more internalizing problems than both the low social interaction children who were good regulators and the average group. The high social interaction children who were poor regulators were rated as having more externalizing problems than either the high social interaction children who were good regulators or the average group. Thus, it seems as if emotion dysregulation is associated with psychological maladaptation, but that this association is tempered by the degree to which children engage in social interaction.

Analysis of longitudinal data for 145 children [51 healthy, 40 with cystic fibrosis (CF), and 54 with congenital heart disease (CHD)] was conducted: (a) to ascertain whether behavioral problems evident in older medically compromised children would be reported as early as 2–3 years-of-age; and (b) to test theoretical predictions concerning the role of infant-mother attachment in the etiology of behavior problems. As predicted, children with a medical diagnosis received higher scores from parents on the Child Behavior Checklist (CBCL), primarily on the Internalizing scale. Reports of somatic symptoms did not account for this effect. Contrary to predictions, children with CHD were reported to have more behavior problems than those with CF. Secure attachment was associated with lower CBCL scores for internalizing problems regardless of medical status. The increase in behavior problem reports associated with insecure attachment was shown to reflect an effect of avoidance rather than insecurity per se. The importance of distinguishing effects of different types of insecurity and the need for meta-analytic strategies to do so is emphasized.

The purpose of this study was to determine whether children classified as controlling in attachment differ from children classified into the traditional Ainsworth attachment categories in their symbolic representations of attachment and level of behavior problems. Sixty-nine middle-class kindergarten children and their mothers participated in a laboratory separation and reunion. Children enacted doll-play stories about attachment-related themes. A four-group representation classification scheme was developed from the doll-play transcripts of 27 children. Mothers (n = 44) completed Achenbach's Child Behavior Checklist and teachers (n = 40) completed a 30-item inventory of classroom behavior. Results showed significant agreement between the representational system and Main and Cassidy's classification system (1988) for children's reunion behavior. The doll-play of controlling children was characterized by themes of catastrophe and helplessness or by complete inhibition of play and suggested disorganization of representational processes. Controlling children also were described by mothers and teachers as significantly more aggressive than other children. The results validate the distinction between the controlling and traditional classification groups and suggest that controlling children are at risk for behavioral maladaptation at home and at school.

A community sample of 96 mother-child dyads participated in a study evaluating the extent to which directly observed differences in maternal parenting behavior could be predicted on the basis of both global and proximal maternal reports of child behavior problems and personal distress. To allow for simultaneous testing of a set of relations and make tentative causal inferences, a structural equation modeling approach was used. When the analysis was conducted on the entire sample, results indicated that global and to a lesser extent proximal measures of child behavior problems and personal distress made modest contributions to dysfunctional parenting, with neither child behavior problems or personal distress playing a more important role than the other. When the sample was divided into low (n = 54) and high (n = 42) socioeconomic disadvantage (SED) families, a different picture emerged. In low disadvantage families, parenting was most strongly predicted by mothers' proximal reports of their children's behavior; whereas in high disadvantage families, parenting was best predicted by mothers' proximal reports of their own personal distress. Results are interpreted in light of Wahler and Dumas' (1989) attentional hypothesis. It suggests that mothers who do not experience chronic sources of distress (such as SED) attend and respond to their children's behavior in a fairl accurate and consistent manner, but that mothers who experience chronic distress are unable to attend effectively to their children, responding to them often in light of the many stressors to which they are exposed, rather than in light of the children's actual behavior.

Autism is a development disorder that is characterized by a significant disturbance of social development. Research strongly suggests that this disorder results from neurological anomalies or deficits. However, both the specific neural systems involved in autism, and the most pertinent behavioral functions of those systems remains unclear. One current topic of debate concerns the degree to which the social disturbance of autism may result from developmental anomalies in neurological systems that subserve cognitive, or affective processes. In this paper a model of the neurological, cognitive, and affective processes involved in the pathogenesis of autism will be described in the context of an attempt to understand dissociations in the early social-skill development of these children. Young children with autism are better able to use social-communication gestures to request objects or events than they are able to use similar gesture simply to initiate joint or socially shared attention relative to an object or event. An integration of recent research suggests that joint attention skill development differs from requesting skill development with regard to affective and cognitive processes that may be associated with frontal and midbrain neurological systems. In particular, this integration of the literature suggests the following: (a) there is a specific neurological subsystem that regulates and promotes what are called social-emotional approach behaviors; (b) the tendency to initiate joint attention bids is prototypical of a social-emotional approach behavior; and (c) attenuation of social-approach behaviors in children with autism leads to a specific impoverishment of social information processing opportunities. This impoverishment has a lifelong negative effect on the social cognitive development of these children.

Sociological theories suggest that association with deviant friends is a necessary step on the path to early onset of delinquent behavior, while personality theories imply that deviant behavior will be stable from childhood to adulthood. These two rival hypotheses were tested with boys (N = 758) recruited from 53 schools in low socioeconomic areas of Montreal. Disruptive behavior in kindergarten was assessed by teachers; aggression and likability at ages 10, 11, and 12 years were rated by classroom peers; delinquent behaviors at ages 11, 12, and 13 years were reported by subjects. Best friend dyads were created by having boys independently identify each other as one of four best friends. Three independent samples were created to replicate findings at different ages (10–11 years, 11–12 years, and 12–13 years). Results of LISREL analyses from the three samples indicated that the main path toward early onset of both overt and covert delinquency was from kindergarten disruptive behavior to aggression between ages 10 to 12 years, and to delinquency from ages 11 to 13 years. Best friends' behavioral characteristics were associated with the subjects' own behavioral characteristics between ages of 10 and 12 years, but did not explain the level of self-reported delinquency the following year, when the subjects' own behavioral characteristics had been taken into account. Because friends tend to share the same behavioral characteristics, they are more likely to foster continuity in behavior than change. We suggest that the influence of significant peers other than best friends be investigated and that a categorical approach be used to try to identify subgroups of boys who may be highly responsive to peers' influence.

Attachment security was assessed in children who had spent at least 8 months in a Romanian orphanage (RO) and two comparison groups of children: a Canadian-born, nonadopted comparison group (CB) and a comparison group adopted from Romania before the age of 4 months (RC). We also assessed differences in displays of indiscriminately friendly behavior between the two adopted groups of children. Attachment security was assessed using parent report on a questionnaire comprised of the 23 items with the highest and lowest loadings on the Waters and Deane (1985) attachment Q-sort. Indiscriminately friendly behavior was assessed using parents' responses to five questions about their children's behavior with new adults. Children's attachment security scores were also compared to parents' scores on the parent attachment subscale of the Parenting Stress Index (Abidin, 1990). RO children scored significantly lower on security of attachment than did either the RC or CB children. RC and CB children did not differ on attachment security. Based on their parents' reports, RO children displayed significantly more indiscriminately friendly behaviors than did RC children, but such behaviors were not correlated with security of attachment. Children's attachment security scores were related to their parents attachment scores only in the RO group. It is suggested that RO children's experience of extreme neglect contributed to their low attachment-security scores, and that indiscriminate friendliness may be an important behavior to consider in the study of attachment in institutionalized children.