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5 - Electrophysiological Measures in Research on Social and Emotional Development

from SECTION ONE - CENTRAL SYSTEM: THEORY, METHODS, AND MEASURES

Published online by Cambridge University Press:  27 July 2009

By
Peter J. Marshall  and
Nathan A. Fox
Edited by
Louis A. Schmidt  and
Sidney J Segalowitz
Peter J. Marshall
Affiliation:
Assistant Professor of Psychology Temple University
Nathan A. Fox
Affiliation:
Professor of Human Development and Psychology Institute for Child Study, University of Maryland, College Park
Louis A. Schmidt
Affiliation:
McMaster University, Ontario
Sidney J Segalowitz
Affiliation:
Brock University, Ontario
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Summary

INTRODUCTION

The study of social and emotional development presents multiple complexities to the researcher. For instance, infants and young children cannot provide verbal report of their feeling states or moods, and researchers often rely on questionnaire measures given to parents or caregivers regarding the social or emotional behavior of the child. In addition, stimuli that elicit emotions in infants and young children are often age specific and the potency of these stimuli depends upon the context in which they are presented. The ability to present still pictures or video stimuli designed to elicit emotion (as is often done in adult studies) is compromised by the infant or young child's ability to attend to the stimulus, and more particularly by their ability to interpret or understand the nature of the stimuli. Finally, infants and young children display a good deal of motor behavior in response to events that elicit emotion. Such motor activity is particularly problematic for the recording of physiological responses, which are often subject to motor artifact. These issues are certainly not specific to the study of social and emotional development, and are also faced by researchers interested in cognitive as well as social and emotional development. Lack of verbal report, interpretation of stimulus characteristics, importance of context, variations in state and motor reactivity are all general problems faced in the study of infants and young children.

Type
Chapter
Information
Developmental Psychophysiology
Theory, Systems, and Methods
 , pp. 127 - 149
Publisher: Cambridge University Press
Print publication year: 2007

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