Frontal Activation Asymmetry and Social Competence at Four Years of Age

Abstract

The pattern of frontal activation as measured by the ongoing electroencephalogram (EEG) may be a marker for individual differences in infant and adult disposition to respond with either positive or negative affect. We studied 48 4-year-old children who were first observed in same-sex quartets during free-play sessions, while making speeches, and during a ticket-sorting task. Social and interactive behaviors were coded from these sessions. Each child was subsequently seen 2 weeks later when EEG was recorded while the child attended to a visual stimulus. The pattern of EEG activation computed from the session was significantly related to the child's behavior in the quartet session. Children who displayed social competence (high degree of social initiations and positive affect) exhibited greater relative left frontal activation, while children who displayed social withdrawal (isolated, onlooking, and unoccupied behavior) during the play session exhibited greater relative right frontal activation. Differences among children in frontal asymmetry were a function of power in the left frontal region. These EEG/behavior findings suggest that resting frontal asymmetry may be a marker for certain temperamental dispositions.

Behavioral Inhibition: Temperament or Prodrome?

“…Children who displayed BI as toddlers often show poorly regulated social behavior and social reticence in elementary school [14, 19]. This, in turn, increases the likelihood of peer rejection, low self-esteem, and poor social competence [20, 21].…”

Gender Differences in Child and Adolescent Social Withdrawal: A Commentary

“…Various biological measures have been used to provide a clearer picture of how it is that inhibited and reticent children react physiologically when they are exposed to emotionally arousing stimulation. As noted by Doey et al (2013) and many others (e.g., Fox et al 2001; Gazelle and Druhen 2009), researchers have examined heart rate (Partridge 2003), neurological functioning (Fox et al 1995), and salivary cortisol (Nachmias et al 1996) as indices of stress reactivity and regulation that may be associated with the behavioral expression of inhibition and/or socially reticent behavior. One area that remains relatively unexplored in the literature, and is of special concern when considering gender differences, is the possible role that sex hormones (e.g., testosterone) may play in influencing the developmental course of social withdrawal.…”

Temperamental surgency and emotion regulation as predictors of childhood social competence

“…Temperament theory and research has proven to be important in identifying the foundation of childhood social competence by showing that variation in children's temperamental predispositions may influence the processes that support or hinder socially competent behaviors (Eisenberg, Fabes, Guthrie, & Reiser, 2000; Fox et al, 1995; Rubin, Burgess, & Hastings, 2002). Although various temperament dimensions and types have been investigated for their role in the development of children's social competence, additional research is needed regarding the development of socially competent behaviors in children varying in their approach to novelty specifically.…”

“…What little we do know is that although children who are high in approach are very sociable and display high levels of positive affect, they are also at risk for being rejected by their peers (Gunnar, Sebanc, Tout, Donzella, & van Dulmen, 2003) and developing externalizing behaviors, such as aggression and conduct problems (Berdan, Keane, & Calkins, 2008; Schwartz, Snidman, & Kagan, 1996; Stifter, Putnam, & Jahromi, 2008a), that affect their social competence. On the other hand, children who are low in approach tend to display higher levels of shyness around peers (Kagan, 1999; Rubin et al, 2002) and lower levels of social competence (Fox et al, 1995), and they are at risk for developing internalizing behaviors (Biederman, Rosenbaum, Bolduc-Murphy, & Faraone, 1993; Nilzon & Palmerus, 1998), such as anxiety, that limit their ability to interact effectively with their peers.…”

“…Because these children avoid or withdraw from social situations that heighten their fear, they have been found to be lower in social competence (Fox et al, 1995) and are frequently reported to have more internalizing problems (e.g., Biederman et al, 1993; Nilzon & Palmerus, 1998). However, many inhibited children never develop internalizing behaviors and social difficulties, and it is still largely unknown why some inhibited children develop appropriate social behaviors, whereas others develop socially withdrawn behaviors and internalizing difficulties.…”