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Children who are both temperamentally reactive and poor at controlling their attention (unable to focus on a comforting object or thought) are poor emotion regulators (Denham et al., 2011; Eisenberg et al., 2017). They are stuck in a double bind that taxes their ability to disengage from an intense emotional experience. This double bind is reflected in biological measures: Children who exhibit poor emotion regulation in response to a frustrating task (waiting for a prize) have higher levels of negative affectivity and lower cardiac vagal tone, a physiological index of heart rate that measures the ability to recover from emotional challenge (Santucci et al., 2008). Children's socialcognitive understanding is important for regulation as well. Children who understand others' emotions and emotion display rules are better at emotion regulation than their less knowledgeable peers (Hudson & Jacque, 2014). Emotion-regulation abilities are important predictors of children's later adjustment. Emotion regulation abilities at age 5 are related to social skills at age 7 and both friendship quality and peer acceptance at age 10 (Blair et al., 2015). Children who are better at regulating their anger in preschool by shifting attention away from the frustrating situation are less aggressive and disruptive when they enter school (Gilliom et al., 2002). Need Assignment Help?