Context is key: Parasympathetic regulation in the classroom differentially predicts preschoolers’ socially competent behaviors-Reference-Cited by-同舟云学术

Context is key: Parasympathetic regulation in the classroom differentially predicts preschoolers’ socially competent behaviors

Author:

Darling Laura Nelson¹^ORCID,Holochwost Steven J.²^ORCID,Coffman Jennifer³,Propper Cathi B.⁴^ORCID,Wagner Nicholas J.¹^ORCID

Affiliation:

1. Boston University, Psychological and Brain Sciences Boston Massachusetts United States

2. City University of New York, Lehman College, Educational Psychology New York United States

3. University of North Carolina at Greensboro, Human Development and Family Studies Greensboro North Carolina United States

4. University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute Chapel Hill North Carolina United States

Funder

National Institute of Child Health and Human Development

National Institute of Mental Health

Publisher

Wiley

Subject

Behavioral Neuroscience,Developmental Biology,Developmental Neuroscience,Developmental and Educational Psychology

Link

Reference55 articles.

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