Abstract
Although infants enter the world with a set of inborn reflexes for reacting to external stimuli, they cannot be seen as passive machines responding only to external input; inborn programs of self-regulation modulate re-sponsivity from the earliest days. With development, additional forms of regulation under voluntary control also become available to the child. Adult studies have developed criteria allowing us to separate more reflexive automatic activity from more voluntary regulatory control. Two central developmental problems involve identifying the biological timetable for development of regulatory mechanisms and the means whereby individual regulation comes under the influence of learning. In order to relate the basic biological characteristics of the infant to the acquisition of culture, it is necessary to explore development from both biological and psychological viewpoints.
The writing of this chapter was supported in part by NIMH Grant SRO1MH26674 to the first author and an NIH Senior NRSA Fellowship to the second author.
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Rothbart, M.K., Posner, M.I. (1985). Temperament and the Development of Self-Regulation. In: Hartlage, L.C., Telzrow, C.F. (eds) The Neuropsychology of Individual Differences. Perspectives on Individual Differences. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-3484-0_5
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