Regulatory processes and the development of cognitive representations

Image control and symptom expression in posttraumatic stress disorder

Despite the devastating impact of affective dysregulation in posttraumatic stress disorder (PTSD), there has been little research on how trauma relates to affect regulation. This study examines the relationship between the cognitive capacity to control mental images and symptoms of individuals with (N = 23) and without (N = 23) PTSD after exposure to SCUD missile attacks during the Gulf War. The capacity to control mental images, symptoms of posttrauma, anxiety, and anger were assessed. PTSD subjects with a high image control reported a higher capacity to control anger, lower levels of anger state and expression, and lower levels of intrusive symptoms compared with PTSD subjects with low image control. In individuals without PTSD, results show that the better the image control, the lower the control of anger and the higher the expression of anger. Image control seems to play different functions in the emotional regulation of normal subjects (facilitatory) and PTSD patients (protective).

Childhood anxiety and memory functioning: a comparison of systemic and processing accounts

Information-processing models of childhood anxiety highlight the centrality of memory processes in the maintenance and intensification of anxiety. Recent advances in memory research allow for an increasingly fine-grained analysis of the relation between anxiety and memory. The relation between childhood anxiety and memory was examined in a sample of 160 high- and low-trait-anxious sixth through eighth grade children. Results indicated that anxiety predicted a memory bias toward negative relative to neutral information during conceptual but not perceptual tasks. Further, anxiety predicted a memory bias toward positive relative to neutral information on procedural tasks and a memory bias away from positive relative to neutral information on declarative tasks. These findings accent the complexity and multidimensionality of relations among childhood anxiety, the emotional valence of stimuli, types of cognitive processing, and memory systems in contributing to biases in children's memory functioning.

An information-processing perspective on childhood anxiety

In the past decade, cognitive theories of adult anxiety disorders have become increasingly complex, reflecting enhanced understanding of anxiety-related information-processing. This growth has fostered the development and enhancement of numerous assessment and treatment methods. Unfortunately, similar growth has been slower to occur in theories of childhood anxiety. This paper attempts to foster such growth by adopting an information-processing perspective. Doing so expands the extant cognitive perspective on childhood anxiety in four major ways. First, the division of cognitive processing into a sequence of steps provides a framework for organizing predictions regarding cognitive factors in childhood anxiety. Second, consideration of the cognitive operations active during each stage in the sequence facilitates elaboration of the types of cognitive deficits and distortions characteristic of anxious children. Third, it promotes development and application of performance-based assessment methodologies. Finally, an information-processing perspective highlights several targets for clinical intervention that may promote widespread change in an anxiety-supporting cognitive system.