Michigan State University

College of Social Science

Human Development Initiative

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The Human Development Initiative, begun in 2009, is a community of scholars throughout the university interested in development across the lifespan. The initiative creates venues where scholars involved in cutting-edge research in the social and health sciences (including genetics, neuroscience, and psychosocial development) can focus on the intersections between their own work and that of other researchers. We invite faculty and graduate students to join us at our bi-weekly brown bag speaker series and our fall and spring colloquia.

Stansbury Kathy Stansbury
Associate Professor
Ph.D. University of California, Los Angeles

Research Statement
Dr. Stansbury’s work concerns the effects of mother-child relationships, especially mother-infant relationships, on the development of physiological and behavioral stress responses. Additionally, the development of emotion regulation, and the specific dynamics of mother-child relations in normally-developing children are areas of focus. She examines these processes from the perspective of developmental genomics, behavioral neuroscience, ethology, and attachment theory, and uses many different methodologies to attempt to answer these questions.

Research Publications    
2005Annett, R.D., Stansbury, K., Kelly, H.W., & Strunk, R.C. (2005). Association of hypothalamic-pituitary-adrenal axis function with neuropsychological performance in children with mild/moderate asthma. Child Neuropsychology, 11, 333–348.
2004Zimmermann, L.K., & Stansbury, K. (2004). The influence of emotion regulation, level of shyness, and habituation on the neuroendocrine response of three-year-old children. Psychoneuroendocrinology, 29, 973-982.
2003Haley, D., & Stansbury, K. (2003). Infant stress and parent responsiveness: Regulation of physiology and behavior during still-face and reunion. Child Development, 74, 1534-1546.
2003Zimmermann, L.K., & Stansbury, K. (2003). The influence of temperamental reactivity and situational context on the emotion-regulatory abilities of 3-year-old children. The Journal of Genetic Psychology, 164, 389-409.
2002Sethre-Hofstad, L., Stansbury, K., & Rice, M. A. (2002). Attunement of maternal and child adrenocortical response to child challenge. Psychoneuroendocrinology, 27,731-747.
2000Stansbury, K., & Sigman, M. (2000). Responses of preschoolers in two frustrating episodes: Emergence of complex strategies for emotion regulation. The Journal of Genetic Psychology, 161, 182-202.
2000Stansbury, K., & Harris, M. (2000). Individual differences in stress reactions during a peer entry episode: Effects of age, temperament, approach behavior, and self-perceived peer competence. Journal of Experimental Child Psychology, 76, 50-63.
2000Stansbury, K., Haley, D., & Koeneker, A. (2000). Higher cortisol values facilitate spatial memory in toddlers: Brief report. Annals of the New York Academy of Sciences, 911, 456-458.
1999Stansbury, K., & Zimmermann, L. K. (1999). Relations among language skills, maternal socialization of emotion regulation, and child behavior problems. Child Psychiatry and Human Development, 30, 121-142.
1998de Haan, M., Gunnar, M. R., Tout, K., Hart, J., & Stansbury, K. (1998). Familiar and novel contexts yield different associations between cortisol and behavior among 2-year-old children. Developmental Psychobiology, 33, 93-101.