Another goal of this ELS model is to bridge connections across the human and animal conditions of ELS. While each of the differing examples of ELS undoubtedly has a unique neurobiological signature, there are commonalities across findings. For example, both young children in foster care and those living in institutional settings exhibit disturbances in the diurnal cortisol rhythm (see review, Gunnar and Fisher, 2006) which is similar to findings obtained on abused Rhesus infants (Sanchez et al., 2005). Like Rhesus infants reared under conditions of maternal deprivation (Sanchez et al., 1998), both young children in foster care and post-institutionalized children exhibit problems on tasks dependent on development of prefrontal attention regulatory circuits (Bruce, McDermott et al., 2009; Colvert et al., 2008; Pears and Fisher, 2005) And, as in children in foster care and children adopted from institutions (O'Connor et al., 1999; O'Connor and Rutter, 2000; Stovall and Dozier, 2000), Rhesus infants exposed to maternal maltreatment exhibit patterns of insecure attachment and a failure of maternal contact to buffer elevations in cortisol to stressful events (personal communication, Kai McCormack, 4/20/2009; McCormack
