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My research focuses on the emotional and social
processes that regulate physiological responses to stressful
events early in childhood (see the
Gunnar Lab).
Much of my work involves a stress-sensitive neuroendrocine
system, the adrenocortical system.
We find a marked decrease in responsiveness of
the adrenocortical system over the first year of life. Over this
time, behavioral expressions of distress become less closely
linked to increases in cortisol, the hormone produced by this
system. At the same time, the responsiveness of caregivers to
the baby's distress plays an increasingly important role. By the
end of the first year, children in secure attachment
relationships are unlikely to produce increases in cortisol when
they are behaviorally upset, while children in insecure
relationships are likely to show elevations in this stress
hormone in situations that upset them.
Among preschool-aged children, the quality of
children's peer relations and their level of self-regulatory
behavior are associated with cortisol responsivity in both
nursery school and daycare settings. Children who get along well
with other children and those who are reasonably
self-controlled, have low levels of cortisol in the classroom
setting, while children who are disliked by other children, have
poor behavioral control, and/or are more aggressive have higher
cortisone levels.
Recently, I have begun to explore the impact of
abuse and neglect on the development of neuroendocrine and
autonomic responsivity. My students and I are particularly
interested in following the development of international
children adopted from institutional (orphanage) rearing
environments.
See also "How
young children manage stress"
Recent publications
Ahnert, L., Gunnar, M.R., Lamb, M. E., &
Barthel, M. (2004). Transition to child care: Association of
infant-mother attachment, infant negative emotion and cortisol
elevations. Child Development, 75, 629-650.
Gunnar, M. R., Fisher, P. A., and the Early
Experience, Stress and Prevention Science Network (2006).
Bringing basic research on early experience and stress
neurobiology to bear on preventive interventions for neglected
and maltreated children. Development and Psychopathology,
18, 651-677.
Fisher, P. Gunnar, M.R., Dozier, M., Bruce,
J. & Pears, K. (2006). Effects of therapeutic interventions for
foster children on behavior problems, caregiver attachment, and
stress regulatory neural systems. Annals of the New York
Academy of Science, 1094, 215-225.
Gunnar, M. R., van Dulmen, M. M. H. (2007).
Behavior problems in post-institutionalized internationally
adopted children. Development and Psychopathology, 19,
129-148.
Tarullo, A. & Bruce, J. & Gunnar, M. R.
(2007). False belief and emotion understanding in
post-institutionalized children. Social Development, 16,
57-78.
Gunnar, M. R. & Quevedo, K. (2007). The
neurobiology of stress and development. In S. Fiske (Ed.)
Annual Review of Psychology, Vol 58, 145-174.
Bruce, J., Tarullo, A., & Gunnar, M.R. (in
press). Disinhibited social behavior among internationally
adopted children. Development and Psychopathology.
Kryzer, E. M., Kovan, N., Phillips, D.A.,
Domagall, L., & Gunnar, M.R. (in press). Toddlers’ and
preschoolers’ experience in family day care: Age Differences and
behavioral correlates. Early Childhood Research Quarterly.
Revised January 2008 |
