Table 4.
Longitudinal stability in ANS baseline and responsivity scores from preschool to grade 1
| Stability in RSA |
Stability in PEP |
||||||
|---|---|---|---|---|---|---|---|
| PreK to K | Pre-K to G1 | K to G1 | PreK to K | Pre-K to G1 | K to G1 | ||
| Baseline & Cognitive Tasks | |||||||
| Baseline | .66** | .56** | .66** | .56** | .57** | .49** | |
| Problem-solving (Tangrams) | .32** | .31** | .46** | .12 | −.04 | .26** | |
| Cognitive Control (Go/No-Go) | .11 | .13 | .26** | .10 | −.04 | .07 | |
| Negatively-Valenced Emotional Tasks | |||||||
| Stability in Emotional Composite | .25** | .21** | .30** | .10 | .07 | .12 | |
| Blocked Goal to Unfairness (Locked Box, Not Sharing) | .08 | .11 | |||||
| Stability in Blocked Goal (Locked Box, Impossible Gift) | .24** | .14 | |||||
| Stability in Blocked Goal (Locked Box, Puzzle Box) | .21** | .14 | |||||
| Stability in Blocked Goal (Locked Box, Broken Toy) | .08 | .14 | |||||
| Stability in Unfairness (Toy Removal, Not Sharing) | .20** | .00 | |||||
| Unfairness to Blocked Goal (Toy Removal, Imp Gift) | .16* | .06 | |||||
| Unfairness to Blocked Goal (Toy Removal, Puzzle Box) | .17* | .01 | |||||
| Unfairness to Blocked Goal (Toy Removal, Broken Toy) | .11 | .04 | |||||
| Unfairness to Blocked Goal (Not Sharing, Puzzle Box) | .21** | .12 | |||||
| Unfairness to Blocked Goal (Not Sharing, Broken Toy) | .20** | .08 | |||||
| Stability in Blocked Goal (Impossible Gift, Puzzle Box) | .30** | .09 | |||||
| Stability in Blocked Goal (Impossible Gift, Broken Toy) | .22** | .04 | |||||
Note. N = 221–259.
*
p < .05
**
p <.01.
Among the emotional tasks, Locked Box in preschool, Impossible Gift in kindergarten, Puzzle Box and Broken Toy in first grade were considered as “blocked goal” challenges, whereas Toy Removal in preschool and Not Sharing in kindergarten were considered as “unfairness” challenges.